Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2528. Includes bibliographical references (leaves 65-69).

Thesis (M.S.)--Georgia Southern University, 2009. / "A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed May 28, 2009). Advisor: Terry Ackerman; submitted to the School of Education. Includes bibliographical references (p. 100-112).

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With millions invested in educational technology, what is its impact on student achievement and engagement? This question formed the basis for a review of the current literature on the impact of iPads and other instructional technology on student academic growth and motivation in public schools. The research supports technology’s positive impact on student achievement and engagement, but more research is needed in order to better understand how iPad use impacts students in the early elementary mathematics classroom. This dissertation study examines the effects of an iPad-based math intervention, as compared to a traditional paper-pencil approach, on second graders’ achievement and engagement in mathematics. The students were assigned to treatment and control groups in matched pairs based on sex and pre-test scores. Then students engaged in a four-week math intervention, using either the iPad or paper-pencil. At the end of each intervention, students completed quantitative posttests given by their classroom teachers. Students then switched treatment and control groups for a second four-week math intervention. Quantitative pre-post assessments include Bridges math unit tests, easyCBM math tests, and a Likert-scale engagement measure. After the two interventions were completed, qualitative focus group data were collected from the teachers involved in the study, giving a more complete view of student engagement. With finite intervention time and resources, schools need to know how to best improve student achievement and engagement in mathematics. This study fills a documented research gap and will help inform school decisions regarding instructional technology in the early elementary math classroom.

abstract: This thesis focuses on sequencing questions in a way that provides students with manageable steps to understand some of the fundamental concepts in discrete mathematics. The questions are aimed at younger students (middle and high school aged) with the goal of helping young students, who have likely never seen discrete mathematics, to learn through guided discovery. Chapter 2 is the bulk of this thesis as it provides questions, hints, solutions, as well as a brief discussion of each question. In the discussions following the questions, I have attempted to illustrate some relationships between the current question and previous questions, explain the learning goals of that question, as well as point out possible flaws in students' thinking or point out ways to explore this topic further. Chapter 3 provides additional questions with hints and solutions, but no discussion. Many of the questions in Chapter 3 contain ideas similar to questions in Chapter 2, but also illustrate how versatile discrete mathematics topics are. Chapter 4 focuses on possible future directions. The overall framework for the questions is that a student is hosting a birthday party, and all of the questions are ones that might actually come up in party planning. The purpose of putting it in this setting is to make the questions seem more coherent and less arbitrary or forced. / Dissertation/Thesis / Masters Thesis Mathematics 2014

This study is survey research on the reported instructional strategies of college mathematics professors. I modified an Approaches to Teaching Inventory (ATI-R) that contained likert scale, demographic and rank order items in order to characterize the instructional strategies of college math professors.

Thesis advisor: Eric Dearing / For many children, preschool classrooms are a key context for early learning. While early education researchers and policy makers have focused considerable attention on the instructional and structural aspects of preschool classrooms, classic child development theory also points to the important role that peers play in early learning experiences (e.g., Vygotsky, 1978). Although best practices for early childhood education emphasize peer learning opportunities (e.g., Williams, 2001), adults, including early childhood teachers, often underestimate preschool children’s abilities to participate in cooperative interactions (Howes & Tonyan, 1999). And, within the empirical literature, many aspects of cooperative learning among very young peers remain poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children (mean age= 4.66 years) participated in a study designed to target counting skills through early math learning games that were adapted from empirically-supported curricula. In dyads (n=36), the children completed six game play sessions across three weeks with all sessions video-recorded and sessions one, three, and five coded for peer cooperative behaviors. The children’s general math skills were assessed prior to the first game play session and their counting skills were assessed after completion of the sixth game play session. The average rates of occurrence, and variations therein, of dyads’ peer cooperative behaviors during game play were examined. Using multi-level regression modeling to account for the dyadic nesting of these data, associations between cooperative behaviors and post-study counting skills were also explored. Results showed that these very young children demonstrated all of the peer cooperation behaviors of interest, including dyadic regulatory states and discrete peer cooperation behaviors (although the latter occurred less frequently than the former). Evidence that dyads’ peer supportive behaviors were significantly associated with their post-test counting scores was also found. Theoretical and practical implications of these findings are discussed. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

How the brain encodes information in sequences of voltage spikes is an open question. Past literature suggests the importance of bursts, high-frequency spike events, as a key step towards answering this question. In particular, it was recently shown that neurons could use bursts to communicate two streams of information simultaneously, resulting in higher information rates than seen with other neural code theories. However, it is unknown how a neuron’s spiking statistics might affect communication via this new code. To investigate the influence of spike statistics, we study a bursting neuron model with the goal of estimating its information rate as a function of its spike statistics. To this end we extend a recently proposed method for estimating information rate. We find the information rate in our burst-multiplexing model is robust to changes in spike-train statistics, providing evidence for the utility of a burst-multiplexing code to diverse brain networks.

This session will present games that use materials you already have to help your students develop fluency in all operations.