Browsing by Subject "Mathematics education"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Argumentation in an online mathematics course.
    (2009-11) Wentworth, Beth
    Education systems are increasingly relying on online and distance education technology as a means of delivering instruction. The issues that are faced in online education settings include how to address the distance between participants and the instructor, and the best way to deliver instruction. Although new online technologies provide the opportunity for many types of synchronous and asynchronous communication, most education settings depend primarily on asynchronous communication, due to reduced cost and increased flexibility for participants. However, another concern in education settings is to provide a setting in which communication and discourse patterns can mirror a classroom setting and encourage critical thinking on the part of participants. This is particularly important in mathematics education, in which communication and discourse within classroom settings are included in the National Council of Teachers of Mathematics (NCTM) standards. There is a need for discussions based on reasoning and evidence to be extended to online mathematics settings. One method which has been attempted to improve online discourse and argumentation is to request that students make use of formal argument models such as Toulmin (1958), and to compose their posts and responses to fit particular categories of argument structure. An example of such a study is Jeong and Joung (2007), in which participants discussing topics in educational technology were asked to use argument constraints for their posts, and sometimes to label their posts in terms of which argument category was used. Jeong and Joung found that the use of labels in addition to constraints reduced the number of times that participants challenged another student's post, and reduced the number of responses to challenges. Mathematics education may differ from other fields, due to the emphasis on argumentation and proof in classroom settings. Thus the current study attempted to replicate Jeong and Joung in the field of mathematics. Participants were 25 mathematics teachers involved in professional development who discussed five mathematics topics in an online setting. They were assigned to either a Constraints Only or a Constraints with Label condition. There were no differences between the two constraint conditions in terms of number of initial posts, challenges and challenge rebuttals. In terms of specific argument categories used, there were more Argument posts in the Constraints with Label condition, and more Critique and Explanation posts in the Constraints Only condition. Exploration of two-post sequences showed more complex patterns in the Constraints Only condition. Response quality did not differ across the two conditions. The results only partially replicate Jeong and Joung (2007). Specifically, the small sample and small discussion groups make direct comparison difficult. However, participants in mathematics education were not reluctant to use labels in their argument structure. Future research could explore other methods of use of argument structure in online discussion.
  • Thumbnail Image
    Item
    Automaticity of Basic Math Facts: The Key to Math Success?
    (2011) DeMaioribus, Carmel E; Hyman, Randy
    Despite a concerted effort by policy makers and educators to improve U.S. math education, student math scores remain unimpressive. In exploring possible reasons for this, this study examined the role that basic math fact automaticity plays in math success, where automaticity is defined as the ability to recall facts with speed and accuracy at an unconscious level. Information processing theory posits that automaticity frees up cognitive resources for more complex processes, and should therefore be an important part of learning math. To investigate this, basic multiplication fact fluency levels of a group of college students were determined by a timed math probe. These same students also completed a short survey assessing their attitudes and high school math achievements. The students’ levels of fluency as demonstrated on the math probe were then compared to their reported math attitudes and achievements. Relationships between levels of fluency and math attitude and achievement were noted. The most interesting finding, however, was the lack of basic multiplication fact automaticity in 90% of the college students tested. The implications of this lack of automaticity present an interesting subject for future study.
  • Thumbnail Image
    Item
    The career paths of mathematics and science teachers in high need schools.
    (2009-10) Kirchhoff, Allison Lynette
    High-poverty schools typically have higher levels of attrition than other schools, particularly in mathematics and science. Financial incentives have often been used to attract teachers to high need schools and subjects. Despite extensive investments in these incentives and extensive research regarding recruitment and retention, little is known about how these areas interact with one another over teachers' careers. The purpose of this study is to address the lack of integration of these areas by investigating the career paths of 38 Noyce scholars. Acceptance of the Noyce funding requires teaching in high-need schools for two years. Grounded theory methodology was guided by the research question: What are Noyce scholars' reasons for the decisions made on the career path of becoming and remaining teachers in high need schools? Analysis resulted in an explanatory model of the "pathway to retention in high need schools." The model indicates that the career paths of teachers in high need schools are complex and interactive. Interactions among the reasons the scholars chose to enter teaching, their school setting, community, teacher education and the Noyce funding appear to play a role in their eventual satisfaction and retention. The study has implications for the recruitment and retention of teachers in high need schools.
  • Thumbnail Image
    Item
    Equity, Joy, And Genius: Creating Culturally Responsive Mathematics Inspired by the North Minneapolis Community
    (2022-08) Forrester, Jessica
    There is an increasing demand for change in mathematics education to combat deficit-based assumptions towards students of color and promote culturally affirming learning environments (Celedón-Pattichis et al., 2018). Equity-centered mathematics research provides a powerful opportunity to resist these deficit constructions towards marginalized youth and encourage the development of educators who appreciate diverse cultures, implement inclusive teaching practices, and imagine strategies for challenging existing barriers (Rubel, 2017; Samuels, 2018). This qualitative study centered culturally responsive teaching (Gay, 2002), asset-based community development (Kretzmann & McKnight, 1993), and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire, and 3) observe and engage with students while they complete the activities. Kretzmann and McKnight’s (1993) asset-based community development framework was utilized to categorize community assets into individuals, citizens’ associations, and local institutions. One connecting theme throughout the data was community support for youth. Two activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees. The findings, implications, and future directions suggest that acknowledging community assets during mathematical teaching and learning can impact students’ identity development, skills development, intellect, criticality, and joy. Educators must take the necessary steps to strengthen their practice through culturally, historically, and community responsive teaching practices to affirm the beauty and brilliance students bring to the classroom.
  • Thumbnail Image
    Item
    Factors that influence participation of students in secondary science and mathematics subjects in IB Schools outside of the United States and Canada.
    (2012-01) Straffon, Elizabeth
    The purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of significant others in career and academic decisions. Findings indicate that performance on the PSAT- Math was the most important predictor of both science and mathematics participation. Twenty students were also interviewed. Results showed the importance of several key factors. These include the role of parents in student academic and career decisions, the importance of personal interest, and the contribution of early decisions in confidence-building.
  • Thumbnail Image
    Item
    Parent Involvement in Mathematics Education: Parents and Teachers Working Together to Improve Student Self-Confidence in Mathematics
    (2010) Monson, James E, II; Rauschenfels, Diane; Hyman, Randy
    Parent Involvement in Mathematics Education: Parents and Teachers Working Together to Improve Student Self-Confidence in Mathematics was a mixed methods research project involving four schools from two rural counties in east-central Minnesota. The purpose of the study was to test a theory of how parent involvement in math education relates to students’ work ethic and confidence in math. It was a study that used pre- and post- questionnaires given to teachers, students, and parents/guardians along with a daily assignment sheet sent home over the duration of four weeks. The results looked for improvement in students’ self-confidence in mathematics through a supportive learning environment and time spent working on mathematics.