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- Title
- A COMPARISON OF TEACHER PERCEPTIONS OF MIDDLE SCHOOL MATHEMATICS TEXTBOOKS IN THE UNITED STATES AND THE UNITED KINGDOM.
- Creator
-
Clonts, Porscha, Andreasen, Janet, University of Central Florida
- Abstract / Description
-
This study was a qualitative research study dedicated to the deep investigation of a regular and advanced seventh grade mathematics textbook used in Florida and the United Kingdom. A questionnaire was created for a teacher in both locations, along with the researcher, to rate the textbooks according to different characteristics. The two research questions that were answered through the research include: 1. In what ways, if any, is diversity represented in the pages of each seventh grade...
Show moreThis study was a qualitative research study dedicated to the deep investigation of a regular and advanced seventh grade mathematics textbook used in Florida and the United Kingdom. A questionnaire was created for a teacher in both locations, along with the researcher, to rate the textbooks according to different characteristics. The two research questions that were answered through the research include: 1. In what ways, if any, is diversity represented in the pages of each seventh grade mathematics textbooks examined? a. In what ways is the diversity of each textbook comparable to the observed diversity of the country in which it is used? 2. How do the seventh grade mathematics textbooks in the United States and the United Kingdom compare with aspects of appearance, readability, illustrations, content, the teacher's guide/resources, and EL accommodations? These research questions were answered through the questionnaire, follow up interview, as well as the observed environment. The conclusion to the research was that although these textbooks are from two different countries, they have qualities each teacher liked and disliked. When I completed the questionnaire I was only able to rate the textbooks according to visual perspectives, while the teachers in each location were able to base their ratings on tangible classroom experiences. To further my research, I would enjoy being able to teach for a year in each location and then complete the questionnaire again to compare the differences between my first time completing it and the second time.
Show less - Date Issued
- 2014
- Identifier
- CFH0004684, ucf:45249
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004684
- Title
- THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATHICS.
- Creator
-
Washington, Arnita, Dixon, Juli, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from...
Show moreThe purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.
Show less - Date Issued
- 2005
- Identifier
- CFE0000382, ucf:46327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000382
- Title
- DEVELOPING MATHEMATICAL PRACTICES IN A SOCIAL CONTEXT:AN INSTRUCTIONAL SEQUENCE TO SUPPORT PROSPECTIVE ELEMENTARY TEACHERS' LEARNING OF FRACTIONS.
- Creator
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Wheeldon, Debra, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms,...
Show moreThis teaching experiment used design-based research (DBR) to document the norms and practices that were established with respect to fractions in a mathematics content course for prospective elementary teachers. The teaching experiment resulted in an instructional theory for teaching fractions to prospective elementary teachers. The focus was on the social perspective, using an emergent framework which coordinates social and individual perspectives of development. Social norms, sociomathematical norms, and classroom mathematical practices were considered. A hypothetical learning trajectory (HLT) including learning goals, instructional tasks, tools and imagery, and possible discourse, was conjectured and implemented in the mathematics class. Video tapes of the class sessions were analyzed for established norms and practices. Resulting social norms were that students would: (a) explain and justify solutions, (b) listen to and try to make sense of other students' thinking, and (c) ask questions or ask for clarification when something is not understood. Three sociomathematical norms were established. These were expectations that students would: (a) know what makes an explanation acceptable, (b) know what counts as a different solution, and (c) use meaningful solution strategies instead of known algorithms. Two classroom mathematical practices with respect to fractions were established. The first was partitioning and unitizing fractional amounts. This included (a) modeling fractions with equal parts, (b) defining the whole, (c) using the relationship of the number of pieces and the size of the pieces, and (d) describing the remainder in a division problem. The second practice was quantifying fractions and using relationships among these quantities. This included: (a) naming and modeling fractions, (b) modeling equivalent values, and (c) using relationships to describe fractions. Finally, recommendations for revising the HLT for a future teaching experiment were made. This will contribute toward the continuing development of an instructional theory for teaching fraction concepts and operations to prospective elementary teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002171, ucf:47526
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002171
- Title
- A MATHEMATICAL STUDY OF TWO RETROVIRUSES, HIV AND HTLV-I.
- Creator
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Baxley, Dana, Mohapatra, Ram, University of Central Florida
- Abstract / Description
-
In this thesis, we examine epidemiological models of two different retroviruses, which infect the human body. The two viruses under study are HIV or the human immunodefiency virus and HTLV-I, which is the human T lymphotropic virus type I. A retrovirus is a virus, which injects its RNA into the host, rather than it's DNA. We will study each of the different mathematical models for each of the viruses separately. Then we use MATLAB-SIMULINK to analyze the models by studying the...
Show moreIn this thesis, we examine epidemiological models of two different retroviruses, which infect the human body. The two viruses under study are HIV or the human immunodefiency virus and HTLV-I, which is the human T lymphotropic virus type I. A retrovirus is a virus, which injects its RNA into the host, rather than it's DNA. We will study each of the different mathematical models for each of the viruses separately. Then we use MATLAB-SIMULINK to analyze the models by studying the reproductive numbers in each case and the disease progression by examining the graphs. In Chapter 1, we mention basic ideas associated with HIV and HTLV-I. In Chapter 2 some of the basic mathematical model of epidemiology is presented. Chapter 3 is devoted to a model describing the intra-host dynamics of HIV. Here, we take into account how HIV infects and replicates in the CD4+ T cells. The model studied in this thesis examines the difference between cells, which are susceptible to the virus, and cells, which are not susceptible. Through the graphs associated with this model, we are able to see how this difference affects disease progression. In Chapter 4, we examine the effect of HTLV-I virus on human body. The HTLV-I virus causes a chronic infection in humans and may eventually lead to other diseases. In particular, the development of Adult T-cell Leukemia or ATL is studied in this thesis. The T-cell dynamics and progression to ATL is described using a mathematical model with coupled differential equations. Using mathematical analysis and SIMULINK, we obtain results on stability, asymptotic stability and the manner of progression of the disease. In Chapter 5 and appendices, we mention our inference and the MATLAB-SIMULINK codes used in this thesis, so that a reader can verify the details of the work carried out in this thesis.
Show less - Date Issued
- 2007
- Identifier
- CFE0001886, ucf:47398
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001886
- Title
- THE EFFECT OF THE MATH CONCEPTS AND SKILLS (MCS) COMPUTER PROGRAM ON STANDARDIZED TEST SCORES AT A MIDDLE SCHOOL IN EAST CENTRAL FLORIDA.
- Creator
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Manning, Cheryl, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
This study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly...
Show moreThis study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly related to the length of time the students' spend using the program; 3. The software package grading system is equivalent to the FCAT scoring. This study was designed to evaluate each claim. To test the first claim, the FCAT Norm Referenced Test (NRT) Mathematics scale scores of the 6th-grade middle school students were compared to the same students' previous FCAT scores. The scores were compared before and after they used the Math Concepts and Skills program. An independent t test was used to compare the scores. There was a statistically significant difference in scale scores when the students used the MCS program for 30 hours or more. Further investigation is needed to establish the causal effect for the observed differences. To test the second claim, the 6th- and 8th-grade students' time on task in the laboratory was compared to their change in FCAT scores. A Pearson correlation coefficient of 0.58 was found to exist for the complete 6th-grade data set and a 0.71 correlation for the 8th-grade group. To test the third claim, the MCS computer program grade equivalent scores were compared to the mathematics FCAT Level using the dependent t test to see if the two scores were equal. The analysis revealed that the difference in the two scores was statistically significant. Therefore the claim that the two scores are equivalent was not true for this data set. Recommendations were made for future studies to include qualitative data, a control group, and larger sample sizes. Studying the effect of the Math Concepts and Skills program on FCAT scores continues to be a project for investigation as implementation of the computer software is contingent on improving FCAT scores.
Show less - Date Issued
- 2004
- Identifier
- CFE0000227, ucf:46267
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000227
- Title
- THE EFFECTS OF A MODIFIED LEARNING STRATEGY ON THE MULTIPLE STEP MATHEMATICAL WORD PROBLEM SOLVING ABILITY OF MIDDLE SCHOOL STUDENTS WITH HIGH-FUNCTIONING AUTISM OR ASPERGER'S SYNDROME.
- Creator
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Schaefer Whitby, Peggy, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions...
Show moreStudents with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Show less - Date Issued
- 2009
- Identifier
- CFE0002732, ucf:48151
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002732
- Title
- An application of a computerized mathematical model for estimating the quantity and quality of nonpoint sources of pollution from small urban and nonurban watersheds.
- Creator
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Ingraham, Charles John, Wanielista, Martin P., Engineering
- Abstract / Description
-
Florida Technological University College of Engineering Thesis; The problem of "Total Water Management" is reviewed; particular emphasis is given to the magnitude and intensity of pollution from nonpoint sources. The relationship between land usage in south Florida and subsequent effects upon receiving water bodies is discussed. Basic factors effecting hydrological and ecological subsystems are illustrated. The U.S. Army Corps of Engineers Urban Storm Water Runoff Mathematical Model, "STORM,"...
Show moreFlorida Technological University College of Engineering Thesis; The problem of "Total Water Management" is reviewed; particular emphasis is given to the magnitude and intensity of pollution from nonpoint sources. The relationship between land usage in south Florida and subsequent effects upon receiving water bodies is discussed. Basic factors effecting hydrological and ecological subsystems are illustrated. The U.S. Army Corps of Engineers Urban Storm Water Runoff Mathematical Model, "STORM," is introduced. Model parameters and methodology are discussed. The mathematical relationships and modeling processes are reviewed and the model is exercised using a "new generation" southeast Florida community (The City of Palm Beach Gardens) as the subject of study. It is concluded that the model can be beneficial in supporting estimates of pollutant loading to receiving waters from nonpoint sources. Iteration with the model, varying control facility cost and capacity, provides a cost effective tool for land and water resource planners. However, due to the particular nature of soils, atmospheric and urban conditions in south Florida, the model should be calibrated with input constants and default values derived to more accurately reflect the southeast Florida environment.
Show less - Date Issued
- 1975
- Identifier
- CFR0003515, ucf:53006
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0003515
- Title
- Personal Computer Simulation Program for Step Motor Drive Systems.
- Creator
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Koos, William M., Harden, Richard C., Engineering
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; A system of equations modeling a class of step motors known as the permanent magnet rotor step motor is presented. The model is implemented on a APPLE personal computer in a version of BASIC. Measurements are then made on an existing motor and input to the program for validation. A special test fixture is utilized to take performance data on the motor to facilitate comparisons with the predictions of the program. The comparisons...
Show moreUniversity of Central Florida College of Engineering Thesis; A system of equations modeling a class of step motors known as the permanent magnet rotor step motor is presented. The model is implemented on a APPLE personal computer in a version of BASIC. Measurements are then made on an existing motor and input to the program for validation. A special test fixture is utilized to take performance data on the motor to facilitate comparisons with the predictions of the program. The comparisons show the model is indeed valid for design of step motor drive systems and emphasize the practical nature of using personal computers and simulations for design
Show less - Date Issued
- 1982
- Identifier
- CFR0008163, ucf:53067
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008163
- Title
- Optimization Analysis of a Simple Position Control System.
- Creator
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Cannon, Arthur G., Towle, Herbert C., Engineering
- Abstract / Description
-
Florida Technological University College of Engineering Thesis; One of the problem areas of modern optimal control theory is the definition of suitable performance indices. This thesis demonstrates a rational method of establishing a quadratic performance index derived from a desired system model. Specifically, a first order model is used to provide a quadratic performance indix for which a second order system is optimized. Extension of the method to higher order systems, while requiring more...
Show moreFlorida Technological University College of Engineering Thesis; One of the problem areas of modern optimal control theory is the definition of suitable performance indices. This thesis demonstrates a rational method of establishing a quadratic performance index derived from a desired system model. Specifically, a first order model is used to provide a quadratic performance indix for which a second order system is optimized. Extension of the method to higher order systems, while requiring more computations, involves no additional theoretical complexities.
Show less - Date Issued
- 1972
- Identifier
- CFR0012011, ucf:53085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0012011
- Title
- EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS MEASUREMENT CONCEPTS.
- Creator
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Hoke, Darlene, Dixon, Juli, University of Central Florida
- Abstract / Description
-
Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom....
Show moreStudent performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased throughout the course of the study. Student gains were recorded and analyzed throughout the eight-week study period. Twenty-one out of 26 students that participated in the study showed performance growth in measurement concepts.
Show less - Date Issued
- 2008
- Identifier
- CFE0002228, ucf:47890
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002228
- 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
- Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
- Creator
-
Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004445, ucf:49320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004445
- Title
- DEVELOPING FOURTH GRADERS' PROFICIENCY IN BASIC MULTIPLICATION FACTS THROUGH STRATEGY INSTRUCTION.
- Creator
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Braddock, Stacey, Dixon, Juli, University of Central Florida
- Abstract / Description
-
The purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper...
Show moreThe purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper level, while giving me insight into how students learn multiplication. Through this study, I learned that students initially find multiplication to be very difficult, but they can solve basic facts with ease when using strategies. Students did become more proficient with basic multiplication facts, and they were also able to apply basic fact strategies to extended facts and other multidigit multiplication problems. There is a limited amount of research on how students acquire basic multiplication fact proficiency; however, this study offers more insight to teachers and the research community.
Show less - Date Issued
- 2010
- Identifier
- CFE0003023, ucf:48370
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003023
- Title
- Math Remediation for High School Freshmen.
- Creator
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Borhon, Kambiz, Boote, David, Hynes, Mike, Gunter, Glenda, Miller, Margaret, University of Central Florida
- Abstract / Description
-
This study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and...
Show moreThis study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and proposes remediation. As such, a mathematics remediation course is designed and implemented for a select number of incoming freshmen. This study includes a correlational examination to determine a possible correlation between students' background knowledge of the middle school mathematics and predicts a possible failure or successful completion of Algebra I in high school. In addition, it purposes a two-stage evolution plan in order to determine the effectiveness of the design of the remedial course as well as its effectiveness. Undertaking the design evaluation, this study uses a mixed-modes design consisting of a qualitative (interview and observation) of a number of participants and a quantitative examination (survey) of a larger sample. The correlational study indicates that there is a positive and moderately strong correlation between students' background knowledge in (middles school) mathematics and their grades in Algebra 1. The evaluation concludes that students find the design of the MIP program helpful and aesthetically appealing; however, its usability did not meet the evaluation criteria. Furthermore, the MIP Program Manager and teacher are fully satisfied with its design, content, and components.
Show less - Date Issued
- 2015
- Identifier
- CFE0005581, ucf:50251
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005581
- Title
- A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
- Creator
-
Robinson, Laurel, Taylor, Rosemarye, Pawlas, George, Little, Mary, Clark, Margaret, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between...
Show moreThe purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
Show less - Date Issued
- 2014
- Identifier
- CFE0005241, ucf:50599
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005241
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
-
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
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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
- 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
- EXPLORING THE EXPERIENCES OF LEARNING MATHEMATICS FOR A CHILD WITH CANCER: A CASE STUDY.
- Creator
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Bello, Elizabeth M, Nickels, Megan, University of Central Florida
- Abstract / Description
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In this research report, I utilize interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) to examine the mathematics education experiences of a child with cancer. Two qualitative interviews with a 13-year-old male patient with Hodgkin's Lymphoma and his mother were analyzed. Findings revealed several storylines or themes: living with cancer, environmental barriers, and mathematics in virtual school. Grade level mathematics, content knowledge, and delivery during treatment...
Show moreIn this research report, I utilize interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) to examine the mathematics education experiences of a child with cancer. Two qualitative interviews with a 13-year-old male patient with Hodgkin's Lymphoma and his mother were analyzed. Findings revealed several storylines or themes: living with cancer, environmental barriers, and mathematics in virtual school. Grade level mathematics, content knowledge, and delivery during treatment in comparison to the child's healthy peers are also discussed.
Show less - Date Issued
- 2017
- Identifier
- CFH2000250, ucf:46003
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000250
- Title
- EFFECTS OF A MATHEMATICS CURRICULUM RICH IN SPATIAL REASONING ACTIVITIES ON FIFTH GRADE STUDENTS' ABILITIES TO SPATIALLY REASON: AN ACTION RESEARCH PROJECT.
- Creator
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Varn, Theresa, Dixon, Juli, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on...
Show moreABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.
Show less - Date Issued
- 2005
- Identifier
- CFE0000351, ucf:46295
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000351
- Title
- THE EFFECTS OF A PROJECT-BASED MATHEMATICS CURRICULUM ON MIDDLE SCHOOL STUDENTS' INTENDED CAREER PATHS RELATED TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS.
- Creator
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Clanton, Barbara, Dixon, Juli, University of Central Florida
- Abstract / Description
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This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on...
Show moreThis study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.
Show less - Date Issued
- 2005
- Identifier
- CFE0000907, ucf:46765
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000907
