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- Title
- LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE.
- Creator
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Cuffel, Terry, Dixon, Jule, University of Central Florida
- Abstract / Description
-
In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the...
Show moreIn an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
Show less - Date Issued
- 2009
- Identifier
- CFE0002634, ucf:48196
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002634
- Title
- A Multiple Case Study Exploring the Relationship Between Engagement in Model-Eliciting Activities and Pre-Service Secondary Mathematics Teachers' Mathematical Knowledge for Teaching Algebra.
- Creator
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Abassian, Aline, Safi, Farshid, Dixon, Juli, Andreasen, Janet, Bush, Sarah, Bostic, Jonathan, University of Central Florida
- Abstract / Description
-
The goal of this research study was to explore the nature of the relationship between engagement in model-eliciting activities (MEAs) and pre-service secondary mathematics teachers' (PSMTs') mathematical knowledge for teaching (MKT) algebra. The data collection took place in an undergraduate mathematics education content course for secondary mathematics education majors. In this multiple case study, PSMTs were given a Learning Mathematics for Teaching (LMT) pre-assessment designed to measure...
Show moreThe goal of this research study was to explore the nature of the relationship between engagement in model-eliciting activities (MEAs) and pre-service secondary mathematics teachers' (PSMTs') mathematical knowledge for teaching (MKT) algebra. The data collection took place in an undergraduate mathematics education content course for secondary mathematics education majors. In this multiple case study, PSMTs were given a Learning Mathematics for Teaching (LMT) pre-assessment designed to measure their MKT algebra, and based on those results, three participants were selected with varying levels of knowledge. This was done to ensure varied cases were represented in order to be able to examine and describe multiple perspectives. The three examined cases were Oriana, a PSMT with high MKT, Bianca, a PSMT with medium MKT, and Helaine, a PSMT with low MKT. Over the course of five weeks, the three PSMTs were recorded exploring three MEAs, participated in two interviews, and submitted written reflections. The extensive amount of data collected in this study allowed the researcher to deeply explore the PSMTs' MKT algebra in relation to the given MEAs, with a focus on three specific constructs(-)bridging, trimming, and decompressing(-) based on the Knowledge of Algebra for Teaching (KAT) framework. The results of this study suggest that engaging in MEAs could elicit PSMTs' MKT algebra, and in some cases such tasks were beneficial to their trimming, bridging, and decompressing abilities. Exploring MEAs immersed the PSMTs in generating descriptions, explanations, and constructions, that helped reveal how they interpreted mathematical situations that they encountered. The tasks served as useful tools for PSMTs to have deep discussions and productive discourse on various algebra topics, and make many different mathematical connections in the process.
Show less - Date Issued
- 2018
- Identifier
- CFE0007143, ucf:52305
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007143
- Title
- AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
- Creator
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Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
Show less - Date Issued
- 2006
- Identifier
- CFE0001066, ucf:46806
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001066
- Title
- AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
- Creator
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Gill, Clara, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to...
Show moreThis study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003010, ucf:48338
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003010
- Title
- COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Robertson, Shelby, Little, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online...
Show moreThe purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
Show less - Date Issued
- 2008
- Identifier
- CFE0002256, ucf:47857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002256
- 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
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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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005704, ucf:50137
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005704
- Title
- LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY.
- Creator
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Keller, Stacy, Biraimah, Karen, University of Central Florida
- Abstract / Description
-
This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed...
Show moreThis study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
Show less - Date Issued
- 2008
- Identifier
- CFE0002356, ucf:47810
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002356
- Title
- CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED TO PLACE VALUE AND OPERATIONS.
- Creator
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Andreasen, Janet, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning...
Show moreThis qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations.
Show less - Date Issued
- 2006
- Identifier
- CFE0000917, ucf:46718
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000917
- Title
- LISTENING TO STUDENT VOICES: FIFTH GRADERS' PERCEPTIONS OF THEIR MATHEMATICS LEARNING WITHIN THE CONTEXT OF A MATHEMATICS REFORM EFFORT.
- Creator
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Hoffman, Elizabeth, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in...
Show moreThis qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what helped them learn mathematics as well as what impeded their mathematics learning and were often incredibly insightful in their commentary. In an effort to hear and present the student voices, the data gathering methods used in this study included the use of focus groups, one-on-one interviews, and classroom observations as well as the use of a student survey. Several ethnographic methods and practices were employed to help ensure the credibility of this study, including triangulation and member checking. Data analysis involved a highly detailed, organic process which culminated in the emergence of a number of significant themes involving students' perspectives of mathematics, their mathematics experiences prior to fifth grade, and finally their perspectives of their learning during the first year of a mathematics reform effort. A number of valuable lessons learned as a result of this study are presented and translated into implications for the elementary mathematics classroom. These lessons, based on the students' own voices, urge teachers to prioritize mathematics instruction, effectively utilize manipulatives, games, and alternative algorithms as well as encourage classroom discourse about mathematics. If teachers would follow this outline, provided by the students' voices, students' mathematical power will be more deeply realized. Additionally, the promise of true reform due to the transformational power of students' voices is discussed and the possibilities defined.
Show less - Date Issued
- 2006
- Identifier
- CFE0000973, ucf:46693
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000973
- Title
- CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
- Creator
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Davis, Kimberly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Show less - Date Issued
- 2008
- Identifier
- CFE0002294, ucf:47863
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002294
- Title
- The Mathematics Achievement Gap in Virtual Education.
- Creator
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Glover, Sara, Martin, Suzanne, Boote, David, Dixon, Juli, Butler, Lorrie, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation ...
Show moreThis phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan (&) Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, (&) Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007461, ucf:52667
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007461
- Title
- A Military Training System Perspective and Model for Training Program Management.
- Creator
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Boudreaux, Alvin J., Clapp, Donald E., Engineering
- Abstract / Description
-
Florida Technological University College of Engineering Thesis; A perspective of the Naval Education and Training System (NETS) is developed and utilized as a framework on which a simulation model of general training system activities is constructed. The simulation model, which is based on functional activities, emphasizes the interdependent consequences of decisions and actions created through management planning, analysis, and control of training programs. A simulation experiment was...
Show moreFlorida Technological University College of Engineering Thesis; A perspective of the Naval Education and Training System (NETS) is developed and utilized as a framework on which a simulation model of general training system activities is constructed. The simulation model, which is based on functional activities, emphasizes the interdependent consequences of decisions and actions created through management planning, analysis, and control of training programs. A simulation experiment was conducted using a test situation description (scenario) to reflect the impact of management decisions and actions on the resulting allocation of resources and timeliness of training program activities. Conclusions are drawn regarding the utility and implications of the system dynamics model as a management tool with which to improve training. Recommendations are made regarding future experimentation and analysis which is required for sufficient development of a useful management tool.
Show less - Date Issued
- 1974
- Identifier
- CFR0003500, ucf:53016
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0003500
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
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Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
-
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
- Creator
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Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2013
- Identifier
- CFE0005316, ucf:50514
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005316
- Title
- The AfterMath: A Culturally Responsive Mathematical Intervention to Aid Students Affected by Natural Disasters.
- Creator
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Kurtz, Brianna, Haciomeroglu, Erhan, Bush, Sarah, Safi, Farshid, Biraimah, Karen, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007828, ucf:52820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007828
- Title
- Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
- Creator
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Fralish, Bethany, Nickels, Megan, Bush, Sarah, Kelley, Michelle, University of Central Florida
- Abstract / Description
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This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods,...
Show moreThis research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.
Show less - Date Issued
- 2019
- Identifier
- CFE0007804, ucf:52354
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007804
- Title
- A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
- Creator
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Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
- Abstract / Description
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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Show less - Date Issued
- 2013
- Identifier
- CFE0005005, ucf:50009
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005005
- Title
- DRAMA + MATH = DRAMATH.
- Creator
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Bryson, Lucy, Weaver, Earl, University of Central Florida
- Abstract / Description
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Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or...
Show moreArts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teaching artists to easily create units utilizing both curriculum areas. Mathematics does not present clear connections to drama and the prevalence of mathematics anxiety, especially in the arts, prevents connections from being made. As an educator, theatre artist and lover of mathematics, Arts-Across-the-Curriculum provides me a opportunity to meld these together as a way to help young people find excitement in their education. Partnering with a fourth grade teacher, I developed a unit of lesson plans using playwriting as a way to understand word problems that was user-friendly for a teacher with no arts training. The Dramath Unit was integrated into the class as part of regular curriculum taught by the participating classroom teacher. Based on feedback from the participating teacher, I revised the unit for future use.
Show less - Date Issued
- 2011
- Identifier
- CFE0003618, ucf:48871
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003618
- Title
- AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING.
- Creator
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Browning, Jessica, Gresham, Regina, University of Central Florida
- Abstract / Description
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The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I...
Show moreThe purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.
Show less - Date Issued
- 2015
- Identifier
- CFH0004756, ucf:45347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004756
- Title
- EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES BETWEEN THE SEXES.
- Creator
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Kappers, Wendi, Hirumi (Co-Chair: Witta), Atsusi (Co-Chair: Lea), University of Central Florida
- Abstract / Description
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An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated...
Show moreAn experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.
Show less - Date Issued
- 2009
- Identifier
- CFE0002586, ucf:48270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002586
