Mathematics Education
http://hdl.handle.net/10211.4/42
20170926T01:53:54Z

Understanding why high school math teachers leave: the perceptions of California educators in the Central Valley
http://hdl.handle.net/10211.3/158526
Understanding why high school math teachers leave: the perceptions of California educators in the Central Valley
Pittman, Heidi
The state of California has greater teacher shortages than other states. Beginning teachers have the highest departure rate and mathematics teachers at the high school level are leaving at a greater rate than other teaching areas. The purpose of this study was to gain insight into the perceptions of high school educators on the issue of high school math teachers leaving the profession within the first five years of teaching. The objective of this study was to answer three questions: (a) Are high school educators in the Central Valley of California aware of the struggle to keep beginning high school math teachers in the profession, (b) What are their beliefs on why they leave the profession and (c) What are their ideas on how to keep them in the profession. There were two phases of the study. The first phase was an electronic survey addressing the questions given to the high school teachers and administrators in one school district, three high schools, in the Central Valley of California. The second phase of the study was to per form interviews with selected educators identified by the researcher to gather data and more insight into beginning math teacher retention.
After examining the data from the surveys and interviews, information indicating possible reasons and solutions to the beginning math teacher retention issue in California were determined. Findings suggest the high school teachers and administrators agreed that there was a problem keeping beginning math teachers in the profession although the problem might be retaining beginning teachers across all subjects. Some possible reasons mentioned in the study consist of the lack of support from administration, classroom management issues, the classes assigned to new teachers, and low salary. Respondents’ thoughts on possible solutions included increased collaboration, a mentor or partner teacher, quality professional development, increased administrative support, and salary increases.
20151208T00:00:00Z

The use of lived experience descriptions in a remedial mathematics classroom
http://hdl.handle.net/10211.3/135887
The use of lived experience descriptions in a remedial mathematics classroom
Lloyd, Tierra T.
A large number of American college students are placed in remedial, or developmental, mathematics courses, and those same students then go on to abandon or fail those courses at a staggering rate. Research has produced cognitive, affective, socioeconomic, and pedagogical explanations for this phenomenon; several recent studies advocate for a more unified view, emphasizing the interplay between these aspects of experience.
In this study, students in a postsecondary remedial algebra class were taught to write lived experience descriptions: first–person, presenttense narratives which describe affective, cognitive, and other aspects of experience. Students were then asked to write about specific mathematical experiences several times throughout the semester.
These students’ test scores, test times, and attitudes toward mathematics were compared to those of students in a control group.
Over the course of the semester, the students who wrote lived experience descriptions showed a statistically significant improvement in test scores as compared to those in the control group. The students’ writing assignments appear to document the emergence of personal agency in relation to mathematics: as the semester progressed, the students spoke less of themselves and mathematics as separate, fixed entities, and instead described a relationship which they had the power to improve.
20150309T00:00:00Z

Why middleschool students struggle with Accountable Talk©
http://hdl.handle.net/10211.3/128718
Why middleschool students struggle with Accountable Talk©
Dittman, Beth Lynn
The purpose of this study was to explore why students struggle with the
teaching practice called Accountable Talk©
(University of Pittsburgh, 2010). The
researcher implemented Accountable Talk©
practices in four prealgebra classes. The
objective of this study was to answer the questions
: Who are the students who struggle
with academic discourse and in what manner do these
students struggle? This study
took place over an entire school year. There were two phases of this study. The first
phase of the study was a survey given to students to measure students’ attitudes
towards Accountable Talk©
practices. After student surveys were given, the researcher identified the students who struggled the most with the teaching strategy Accountable
Talk©. The second phase of the study was to conduct interviews with those students identified during the first phase who struggled with Accountable Talk©
20141015T00:00:00Z

Gamification and algebra 1: will a gamified classroom increase student achievement and motivation?
http://hdl.handle.net/10211.3/128693
Gamification and algebra 1: will a gamified classroom increase student achievement and motivation?
Urrutia, Kathleen
This study investigated how implementing the mastery learning model with gamification techniques affected student achievement and motivation. At Inspire School of Arts and Sciences, many math teachers are challenged by students who are unmotivated and unengaged.
In this study, an Algebra 1 teacher at Inspire implemented mastery learning with gamification into her class. Average test scores of 13 exams of students in a gamified Algebra 1 class were compared to the average test scores of 13 of the same exams in the traditional Algebra 1 class. Each Algebra 1 test consists of the following types of questions: Knowledge, Comprehension, Application, and Analysis, Synthesis, Evaluation. A statistical test was used to compare each category of the test between the gamified (treatment) group and the traditional group. The exam data was analyzed to determine the following:
How do the students’ average test scores in the gamified classroom compare to those of students in the traditional classroom?
Does the gamified approach have a larger impact on test performance with either the higher or lower block of students?
A “Feelings About Mathematics” survey was also administered to all Algebra 1 students receiving the gamification treatment at the beginning of the school year with 23 Likert Score questions. The same survey was subsequently administered at the end of the year to all Algebra 1 students (gamification and traditional groups. The data was analyzed to determine if there was a difference between students’ attitude towards mathematics in the gamified classroom and the traditional classroom at the end of the school year and whether the gamified course opinions changed from the beginning of the school year to the end.
The results of this study indicate the following:
1.
Students in the gamified group scored significantly higher on average test scores throughout the school year.
2.
Students in the gamified group scored significantly higher on the knowledge, comprehension, and application sections of the tests. There was no difference between the two groups on the synthesis, analysis, and evaluation section.
3.
Students in the gamified group had a more positive attitude about mathematics than they did at the beginning of the year.
4.
At the end of the school year students in the gamified group had a more positive attitude about mathematics than the traditional group.
20141014T00:00:00Z