Online homework is becoming a common type of assignment for math courses in secondary and post-secondary schools in the U.S. This study attempts to determine whether in this setting immediate feedback offers any advantage over delayed feedback in promoting learning gains in high school math. To this end, a study involving two comparable groups of students was performed, one group receiving immediate and the other delayed feedback. Both groups received their feedback in a computer-assisted environment. No significant difference in achievement between the two feedback groups was found.

This study aims is to discover the best methods for geometry students to master proof writing. Students who are taught how to write proofs in a traditional setting find proofs to be very difficult - struggling throughout the school year writing proofs on their own. Studies have been conducted regarding the use of dynamic geometry software in proof writing. To further study the effects of proof writing using dynamic geometry software, forty-eight freshmen students enrolled in an honors geometry course at a high performing suburban high school in Louisiana were given several proofs to complete, along with self-reflection surveys. During phase one of this research, twenty-four students were allowed to use Geometers Sketchpad (GSP) while writing their proofs, while the other twenty-four students were using only paper and pencil to explore the figure involved in the proof. During phase two of testing, the control and experimental groups swapped places to uphold the equality standards of the course. Student self-reflection surveys show that some students enjoy writing proofs when using GSP, while others are indifferent. Along with the student surveys, the present study is an analysis of student work from those who had access to GSP to improve proof writing skills.

Research continues to reinforce that student centered classrooms and interactive engagement (IE) strategies, when used effectively, can produce considerable gains compared to traditional instruction methods. In this study, IE strategies, primarily modeling instruction, were compared to traditional instruction in a middle school classroom to determine if IE strategies would have an impact in two specific areas: graphing ability and science reasoning skills. Class mean scores on tests were compared over time to show that IE strategies produced greater gains in graphing and science reasoning than traditional instruction for one group. The other group did not see significant differences in graphing or science reasoning based on instructional method. Student scores were also analyzed based on math preparations, and it was noted that students enrolled in pre-algebra math classes saw statistically significant gains in graphing. Results from this study suggest that using IE strategies in middle school science may have a positive impact on graphing ability and science reasoning skills.

This thesis offers a framework for identifying effective classroom materials to support student-centered learning. Based on a review of published studies on effective classroom activities, as well as theses by Louisiana Math and Science Teachers Institute (LaMSTI) graduates, we identify promising characteristics. We employed these in five lessons, refined them into questions, and offer in final form for use.

This study sought a time-efficient way to implement writing in ninth-grade Geometry. Students wrote responses to five expository writing prompts spread out over the spring semester of the 2014-2015 school year. Students first attempts were graded and returned to them along with feedback in the form of a teacher-written exemplar. Students rewrote assignments to improve their grades. All first and second attempts were collected and evaluated. We found that students were more successful after seeing the exemplar. Moreover, on assignments occurring later in the semester, more students were able to score in the top categories of the writing assignments on their first attempts. This suggests that students were not only able to improve their performance within attempts of the same assignment, but they were also able to improve their performance between assignments.

This thesis emphasizes the need for, and the development of, auxiliary and supplemental materials for students struggling with the Module 1 of the Common Core aligned EngageNY/Eureka Math, Algebra 1 Curriculum, in particular, special education students and regular education students who are missing essential pre-requisite skills. The goal of this thesis is to provide resources which assist both the students and the teachers with the transition from the old Louisiana Comprehensive Curriculum to the intensity, rigor, and mathematical sophistication of the new Common Core aligned curriculum. Clearly, the need for supplementary materials is not restricted to the first of six modules of the EngageNY Algebra 1 Curriculum. However, due to the obvious time constraints, this thesis provides only a proof of concept that is restricted to Module 1. The supplemental materials developed for this thesis focus on recognized foundational mathematics standards which students should have mastered at previous grade levels. The workbook included in this thesis contains exercises to reinforce students knowledge and proficiency in meeting pre-requisite foundational standards needed for Module 1 of the EngageNY Algebra 1 course. Additionally, it assists in the achievement of standards-based or Common Core aligned goals and objectives cited in special education students Individualized Education Programs (IEPs). The materials are structured systematically so that teachers can continue with their at-grade-level instruction while still addressing the missing mathematical skills.

To combat the obstacles that students experience in chemistry, two cooperative learning strategies, Rally Coach and Teams-Games-Tournaments, were implemented in five chemistry courses at East Ascension High School. Rally Coach called for two students to work as a pair and peer tutor to successfully complete practice problems for each lesson. Teams-Games-Tournaments required students to work in groups of four to complete practice problems and compete for team points as a review. Every student experienced both learning strategies. A comparison was made to see which cooperative learning strategy better helped student performance, including comparisons of effects on different student demographics and question types. To compare the strategies, normalized learning gains were calculated using pre- and post-test exams for each experimental unit. Rally Coach was found to significantly outperform Teams-Games-Tournaments in one of the units. Statistically significant differences also existed in comparisons of students with free or reduced lunch, different genders and grade levels, as well as a difference in performance on multiple choice questions. Student surveys indicated more enjoyment with Teams-Games-Tournaments but both strategies led to positive results.

This study investigates whether or not there is a correlation between parental involvement and student academic achievement. A sample of 103 students at Madison Preparatory Academy and CSAL Middle School (CSAL, Inc) were tested for correlations between the degree with which their parents are engaged in their academic lives and the success that they achieve as a result. Small correlations were found to exist between some of the variables tested. The test group consisted of a group of high school students from Madison Preparatory Academy (MPA) and their siblings who attended CSAL Middle which is the feeder school for MPA. The control group consisted of the remaining middle school students, whose parents volunteered for the study. It was assumed that because the demographic make-up of the two schools was similar that, untreated, their results would be similar as well. The high school parents received a handbook, which gave them tips for improving academic achievement, whereas the parents of the middle school did not receive the handbook. The analysis of the data showed a correlation in several categories for both groups. A correlation existed between students views of the assistance that they received from their parents and their level of confidence in their parents abilities to assist them. There was also a correlation between the parents self-efficacy and the amount of assistance they offered. I conclude that, parents who are more involved in the academic lives of their children have students who have a higher probability of being successful academically, as a result of that additional assistance.

This thesis offers a model professional development workshop to high school geometry teachers, with a focus on the Common Core State Standards in geometry, including a description of the workshop, materials to assist in the presentation, and follow-up materials. This workshop, which is based upon curriculum written for EngageNY under the direction of Common Core, Inc., has been presented by the author on four separate occasions to a total of approximately two hundred teachers and other school and district personnel over the past few months. Feedback obtained from attendees has been uniformly positive, indicating that the information and understanding obtained as a direct result of the workshop experience will be useful both in teaching the curriculum and in assisting other geometry teachers in the attendees schools and districts.

One of the mathematics standards for high schools stated in the Common Core State Standards Initiative (CCSS, 2010 Appendix A, p. 60) is the understanding of the Complex Number system, performing arithmetic operations with complex numbers, representing complex numbers and their operations on the complex plane, and using complex numbers in polynomial identities and equations. In this thesis, we trace back the history of complex numbers and formulate a set of problems based on the history. The thesis gives a description of the Common Core standards and goals. The exercises based on the history of complex numbers are shown to be in accordance with the Common Core standards. The different approaches to teaching complex numbers are described with examples. Their merits and shortfalls are discussed from a teachers mathematical perspective. A list of Guidelines on teaching complex numbers for high school teachers is given in the last chapter of this thesis.