Global ETD Search

1	College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity Van Wagoner, Kathryn 01 May 2015 (has links) This phenomenological study explored how college students’ perceptions of experiences with their secondary mathematics teachers affected their mathematical identities. The study was rooted in Wenger’s notion that learning is an experience of identity and Dewey’s theory that all experiences are inextricably linked to past and future experiences. Constructed narratives of eight college developmental mathematics students with high and low levels of mathematics anxiety were created from autobiographical essays and semistructured interviews. Analysis of the constructed narratives employed a deductive coding process using a priori themes related to experiences with secondary teachers and dimensions of mathematical identity. The study answered three research questions: What kind of experiences did students recall having with their secondary mathematics teachers? How did students perceive that those experiences influenced their mathematical identities? What common student experiences positively or negatively affecting mathematical identity emerged from the data? Two general factors that affect student mathematical identity emerged from the research: student-teacher interactions and student-mathematics interactions. Interconnectivity existed between positive student-teacher relationships, meaningful student-mathematics interactions, and strong mathematical identities. Positive student-teacher relationships were foundational to the overall connection. Developmental Mathematics Mathematical Identity Mathematics Education Math Teaching Secondary Math Student-Teacher Relationship Education
2	The Impact on Student Achievement of the Pennsylvania System of School Assessment (PSSA) Prep Program Wyllie, John A., Jr. January 2008 (has links) No description available. Education Mathematics Education Reading Instruction secondary reading remediation secondary math remediation PSSA economically disadvantaged students
3	The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track Jackoby, Henry Benjamin, EdD 27 April 2011 (has links) No description available. Education Educational Leadership Education History Education Philosophy Mathematics Mathematics Education School Administration Secondary Education Social Research Teaching tracking math curriculum curriculum tracking education curriculum Jeannie Oakes Tom Loveless changing tracks mathematics education secondary math curriculum tracking in high school
4	How Involving Secondary Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy and Success in Mathematics: Student Action Plans, Assessment, and Cultural Shift Clemmer, Katharine W. 12 April 2012 (has links) (PDF) Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure. sekundäre mathematische Ausbildung US städtischer Mathematikunterricht Einschätzung zum Lernen innovatives studentisches Lernen Secondary Math Education US Math Urban Education Assessment for Learning Systemic approach to 7-12 math education Innovative student learning ddc:510 rvk:SD 2009
5	How Involving Secondary Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy and Success in Mathematics: Student Action Plans, Assessment, and Cultural Shift Clemmer, Katharine W. 12 April 2012 (has links) Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure. info:eu-repo/classification/ddc/510 ddc:510

1

Page generated in 0.0799 seconds