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LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE
Title
LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE.
Creator
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.
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Date Issued
2009
Identifier
CFE0002634, ucf:48196
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002634
EXPLORING TEACHING METHODS CORRESPONDING WITH THE THEORY OF BASIC HUMAN VALUES IN LATE CHILDHOOD AND EARLY ADOLESCENCE CLASSROOMS
Title
EXPLORING TEACHING METHODS CORRESPONDING WITH THE THEORY OF BASIC HUMAN VALUES IN LATE CHILDHOOD AND EARLY ADOLESCENCE CLASSROOMS.
Creator
Daly, Nicole, Roberts, Sherron-Killingsworth, University of Central Florida
Abstract / Description
Recent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to...
Show moreRecent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to assess an individual's value hierarchy. While both of these surveys accurately measure an adult's values, further research has indicated children possess individual values similarly to adults. As a result, the Picture Based Values Survey for Children was created in order to consider children's values. The results from the children who took the Picture Based Values Survey For Children revealed that those children as a group acquired the same value hierarchy as adults. Since motivational forces determine an individual's values, it would seem predictable that values might have an effect on a student's level of motivation to succeed in the classroom. When a student's motivational goals are met in the classroom, then they will become engaged in the lesson by aligning students' values to the teaching methods incorporated in the lesson. This thesis therefore integrates prior research on children's value development, the effects these values have on society and the classroom, and ways to exhibit values through discourse and teaching methods. Further, this seeks to apply this research in late childhood and early adolescence classrooms by examining the effects that may result from teachers exhibiting each of the ten universal values through their teaching methods through publicly shared videos.
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Date Issued
2017
Identifier
CFH2000267, ucf:45995
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000267
CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED TO PLACE VALUE AND OPERATIONS
Title
CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED TO PLACE VALUE AND OPERATIONS.
Creator
Andreasen, Janet, Dixon, Juli, University of Central Florida
Abstract / Description
This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning...
Show moreThis qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations.
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Date Issued
2006
Identifier
CFE0000917, ucf:46718
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000917
PRE-SERVICE SECONDARY SOCIAL STUDIES TEACHERS' EFFICACY TOWARDSCHARACTER EDUCATION: A COMPARATIVE STUDY
Title
PRE-SERVICE SECONDARY SOCIAL STUDIES TEACHERS' EFFICACY TOWARDSCHARACTER EDUCATION: A COMPARATIVE STUDY.
Creator
Waters, Kevin, Russell, William, University of Central Florida
Abstract / Description
Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study...
Show moreCharacter education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
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Date Issued
2011
Identifier
CFE0003686, ucf:48839
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003686
Perceptions of Education as an Avenue to Life Course Success: A Study of Millennials
Title
Perceptions of Education as an Avenue to Life Course Success: A Study of Millennials.
Creator
Smith, Patrick, Gay, David, Lynxwiler, John, Wright, James, University of Central Florida
Abstract / Description
For more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered...
Show moreFor more than a half a century the role of education and its influence on social mobility and status attainment has been a subject of research. Further more, education has been shown to be an important contributor for success over the life course. Much of the research surrounding status attainment and higher education has dealt with the Baby Boomer cohort. The purpose of the study is to examine education from a perspective that is less talked about to this point. This study uses data gathered by the Pew Research Center and examines a specific age group, current 18-30 year olds (Millennials), to gather a better understanding of their attitudes towards the value of higher education within the current era of the economy, education, and job opportunity. According to the analysis, females report higher odds of feeling that a college degree is important to success later in life. Equally important, results indicate that Blacks have greater odds of perceiving education to be important for success in life. Results also demonstrated that in this particular study, other factors such as income and employment status did not significantly affect respondent's perceptions on the importance of education.
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Date Issued
2014
Identifier
CFE0005263, ucf:50572
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005263
Inclusion: A Question of Practice, Stance, Values and Culture
Title
Inclusion: A Question of Practice, Stance, Values and Culture.
Creator
Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
Abstract / Description
Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
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Date Issued
2016
Identifier
CFE0006180, ucf:51339
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006180