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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
561

Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom

Hulet, Ashley Burgess 01 August 2015 (has links) (PDF)
Students do not always evaluate explanations based on the mathematics despite their teacher's effort to be the guide-on-the-side and delegate evaluation to the students. This case study examined how the use of three features of the Discourse—authority, sociomathematical norms, and classroom mathematical practices—impacted students' evaluation and contributed to students' failure to evaluate. By studying three pre-service elementary school students' evaluation methods, it was found that the students applied different types of each of the features of the Discourse and employed them at different times. The way that the features of the Discourse were used contributed to some of the difficulties that the participants experienced in their evaluation of explanations. The results suggest that researchers in the field must come to believe that resistance to teaching methods is not the only reason for student failure to evaluate mathematical explanations and that authority is operating in the classroom even when the teacher is acting as the guide on the side. The framework developed for the study will be valuable for researchers who continue to use for their investigation of individual student's participation in mathematical activity.
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562

Modeling Student Enrollment at ETSU Using a Discrete-Time Markov Chain Model

Mamudu, Lohuwa 01 December 2017 (has links) (PDF)
Discrete-time Markov chain models can be used to make future predictions in many important fields including education. Government and educational institutions today are concerned about college enrollment and what impacts the number of students enrolling. One challenge is how to make an accurate prediction about student enrollment so institutions can plan appropriately. In this thesis, we model student enrollment at East Tennessee State University (ETSU) with a discrete-time Markov chain model developed using ETSU student data from Fall 2008 to Spring 2017. In this thesis, we focus on the progression from one level to another within the university system including graduation and dropout probabilities as indicated by the data. We further include the probability that a student will leave school for a limited period of time and then return to the institution. We conclude with a simulation of the model and a comparison to the trends seen in the data.
563

Fraction Multiplication and Division Image Change in Pre-Service Elementary Teachers

Cluff, Jennifer J. 11 July 2005 (has links) (PDF)
This study investigated three pre-service elementary teachers' understanding of fractions and fraction multiplication and division. The motivation for this study was lack of conceptual understanding of fractions and fraction multiplication and division. Pre-service elementary teachers were chosen because teachers are the conduit of information for their students. The subjects were followed through the fractions unit in a mathematics methods course for pre-service elementary teachers at Brigham Young University. Each subject volunteered to participate and were interviewed and videotaped throughout the study, and they also provided copies of all work done in the fractions unit in the course. The data is presented as three case studies, each beginning with a discussion of the subject's math history and prior understanding of fractions. Then the case studies discuss the subject's change in understanding of fractions, fraction multiplication, and fraction division. Finally, at the end of each case study, a discussion of the subject's conceptual understanding is discussed. Each participant showed a deepened conceptual understanding of fractions, fraction multiplication, and fraction division. The subjects' prior knowledge of fractions and fraction multiplication and division did affect their growth of understanding. Each participant had unique levels of growth and inhibitors to growth of understanding. At the times of most growth of understanding, the subjects' inhibitors of growth were also the most evident.
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564

The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework

Glaze, Andrew Ray 14 July 2006 (has links) (PDF)
During a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.
565

The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class

Henry, Greg Brough 13 July 2007 (has links) (PDF)
During a semester-long action research study, the author attempted to implement a standards-based approach to teaching mathematics in a high school geometry class. Having previously taught according to a more traditional manner, there were many challenges involved as he made this transition. Some of the challenges were related to Geometry and others were related to the standards-based approach in general. The main challenges that the author encountered are identified and discussed. A plan of action for possible solutions to these challenges is then described.
566

Probing for Reasons: Presentations, Questions, Phases

Farlow, Kellyn Nicole 13 July 2007 (has links) (PDF)
This thesis reports on a research study based on data from experimental teaching. Students were invited, through real-world problem tasks that raised central conceptual issues, to invent major ideas of calculus. This research focuses on work and thinking of the students, as they sought to build key ideas, representations and compelling lines of reasoning. This focus on the students' and their agency as learners has brought about a new development of the psychological and logical perspectives, as well as, highlighted students' choices in academic and social roles. Such choices facilitated continued learning among these students.
567

What Does It Mean To Preservice Mathematics Teachers To Anticipate Student Responses?

Webb, Matthew M. 16 March 2006 (has links) (PDF)
Lesson study is a form of professional development for teachers adopted in recent years from Japan. Introducing lesson study to U.S. teachers and researchers has been the focus of most of the literature on this subject. Much of the literature outlines how lesson study works and describes its essential features. One of the features of lesson study is anticipating student responses, also known as anticipating student thinking. Anticipating student responses is passingly described in lesson study literature. This research was conducted to understand what it means to anticipate student responses for preservice mathematics teachers in a lesson study group. Lesson study literature indicates that anticipating student responses is to anticipate conceptual development from the students' perspective, and the purpose is to be prepared to have meaningful discussions and questions to enable students to develop the understanding. Anticipating student responses is highly related to the hypothetical learning trajectory described by Simon (1995), the self directed anticipative learning model described by Christensen and Hooker (2000) and the expert blind spot discussed by Nathan and Petrosino (2003). While their work does not stem from lesson study, they add theoretical perspective to the idea of anticipating student responses. Their work indicates that anticipating student responses is difficult, valuable, that one gets better at it through experience, and that it is very useful in refining lessons. Participants were enrolled in the mathematics education methods class of a large private university in the U.S. A characterization of anticipating student responses was developed as the participants met in group meetings to create a lesson. They anticipated student responses in ways that facilitated lesson planning and task design. Participants did not anticipate student responses toward students' conceptual development. This research reports five particular ways that anticipating student responses was used as a tool to define and refine the lesson so that it ran smoothly toward lesson goals. These ways are related to: goals, tasks and materials, procedural mathematical reasoning, successful student efforts, and emotional responses. It is believed that anticipating student responses towards task design is a necessary precursor to anticipating student responses toward students' conceptual development.
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568

Discovering the Derivative Can Be "Invigorating:" Mark's Journey to Understanding Instantaneous Velocity

Hyer, Charity Ann Gardner 20 July 2007 (has links) (PDF)
This is a case study using qualitative methods to analyze how a first semester calculus student named Mark makes sense of the derivative and the role of the classroom practice in his understanding. Mark is a bright yet fairly average student who successfully makes sense of the derivative and retains his knowledge and understanding. The study takes place within a collaborative, student-centered, task-based classroom where the students are given opportunity to explore mathematical ideas such as rate of change and accumulation. Mark's sense making of the derivative is analyzed in light of his use of physics, Mark as a visual learner, the representations he used to make sense of the derivative using Zandieh's (2000) framework for representations of derivatives, and his conceptions of the limit over time. Classroom practice allowed Mark to exercise his agency and explore tasks in ways that were personally meaningful. The findings in this study contribute new details about how calculus students might solve tasks, develop strategies, and communicate with each other.
569

Similar but Different: The Complexities of Students' Mathematical Identities

Hill, Diane Skillicorn 14 March 2008 (has links) (PDF)
We, as a culture, tend to lump students into broad categories to describe their relationships with mathematics, such as ‘good at math’ or ‘hates math.’ This study focuses on five students each of whom could be considered ‘good at math,’ and shows how the beliefs that make up their mathematical identities are actually significantly different. The study examined eight beliefs that affect a student's motivation to do mathematics: confidence, anxiety, enjoyment of mathematics, skill level, usefulness of mathematics, what mathematics is, what it means to be good at mathematics, and how one learns mathematics. These five students' identities, which seemed to be very similar, were so intrinsically different that they could not be readily ranked or compared on a one-dimensional scale. Each student had a unique array of beliefs. For example, the students had strikingly different ideas about the definition of mathematics and how useful it is to the world and to the individual, they had varying amounts of confidence, different aspects that cause anxiety, particular facets that they enjoy and different ways of showing enjoyment. Their commonly held beliefs also varied in specificity, conspicuousness, and importance. Recognizing that there are such differences among seemingly similar students may help teachers understand students better, and it is the first step in knowing how teachers can improve student's relationships with mathematics.
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570

What Are Some of the Common Traits in the Thought Processes of Undergraduate Students Capable of Creating Proof?

Duff, Karen Malina 30 May 2007 (has links) (PDF)
Mathematical proof is an important topic in mathematics education research. Many researchers have addressed various aspects of proof. One aspect that has not been addressed is what common traits are shared by those who are successful at creating proof. This research investigates the common traits in the thought processes of undergraduate students who are considered successful by their professors at creating mathematical proof. A successful proof is defined as a proof that successfully accomplishes at least one of DeVilliers (2003) six roles of proof and demonstrates adequate mathematical content, knowledge, deduction and logical reasoning abilities. This will typically be present in a proof that fits Weber's (2004) semantic proof category, though some syntactic proofs may also qualify. Proof creation can be considered a type of problem, and Schoenfeld's (1985) categories of resources, heuristics, control and ability are used as a framework for reporting the results. The research involved a) finding volunteers based on professorial recommendations; b) administering a proof questionnaire and conducting a video recorded interview about the results; and then c) holding a second video recorded interview where new proofs were introduced to the subjects during the interviews. The researcher used Goldin's (2000) recommendations for making task based research scientific and made interview protocols in the style of Galbraith (1981). The interviews were transcribed and analyzed using Strauss and Corbin's (1990) methods. The resulting codes corresponded with Schoenfeld's four categories, so his category names were used. Resources involved the mathematical content knowledge available to the subject. Heuristics involved strategies and techniques used by the subject in creating the proof. Control involved choices in implementing resources and heuristics, planning and using time wisely. Beliefs involved the subjects' beliefs about mathematics, proof, and their own skills. These categories are seen in other research involving proof but not all put together. The research has implications for further research possibilities in how the categories all work together and develop in successful proof creators. It also has implications for what should be taught in proofs courses to help students become successful provers.
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