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Title: A COMPARATIVE STUDY OF AN AUDIO-TUTORIAL AND A TRADITIONAL METHOD OF TEACHING INTERMEDIATE COLLEGE ALGEBRA TO THE COMMUNITY COLLEGE STUDENTS.
Creator: CHINN, JAMES ALBERT, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in...
Show moreThe problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in intellectual aptitude as measured by the Otis Mental Abilities Test, Form Am, existed between the groups, these differences would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences, at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall analysis of the study. The interpretation of analysis results lead to the rejection at the .05 level of the first hypothesis. (There is no significant difference in the mathematics achievement of the audio-tutorial and traditionally taught students.) The other hypotheses, two through seven, were accepted. As a result of the rejection of only the first hypothesis and an investigation of the linear trends of the pre- and post-test results it was concluded that the audiotutorial instructional method was superior, under the defined parameters, to the traditional method. It was concluded from the results of the attitude questionnaire that the audio-tutorial instructional approach had a positive effect on the students' attitude toward the course.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11625
Subject Headings: Mathematics, Education, General
Format: Document (PDF)

Title: An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
Creator: Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12528
Subject Headings: Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: Teaching students with learning disabilities to solve word-problems: A comparison of a cognitive strategy and a traditional textbook method.
Creator: Lambert, Monica Ann., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving word-problems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they...
Show moreThe current emphasis in mathematics curricula is placed on mathematical applications to real-life word-problem solving. Therefore, it is critical that all secondary students receive instruction in problem solving. Although many mathematics textbooks provide steps for students to follow when solving word-problems they do not meet the needs of all students, especially those with learning disabilities (LD). Students with LD lack knowledge in cognitive and metacognitive strategies, although they are able to use these strategies when taught. The purpose of this study was to compare the effectiveness of a cognitive problem solving strategy and a traditional textbook method in solving three-step word-problems consisting of whole numbers, decimals, fractions, and percents. Four teachers who taught two Specific Learning Disabilities (SLD) math classes volunteered to participate in the study. Each teacher taught one of his/her math classes the cognitive strategy and the other class the textbook method. A total of 76 students from grades 9 through 12 who attended a part-time SLD math class were used as subjects. The two groups were taught through direct instruction with scripted lessons. The cognitive strategy group was taught an eight-step strategy that included self-talking and self-questioning. The textbook method group was taught a traditional textbook method which consisted of a four-step plan. Treatment for both groups included a pretest, describing and modeling the strategy or method, verbally rehearsing the cognitive strategy or textbook method, practice solving word-problems, and a posttest of the three-step word-problems. The results indicated that there were no significant differences between the cognitive strategy and textbook method. However, the observed power was not sufficient to determine if there was or was not a treatment effect. Informal error analyses indicated subjects did perform better after direct instruction in solving word-problems. Although subjects were attempting to solve more problems, however, other types of errors were being made, such as choosing and using the wrong operation. This indicates students may need to be taught a strategy on how to choose the correct operation to solve word-problems.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12470
Subject Headings: Learning disabled--Education--Mathematics, Learning disabilities, Mathematics--Study and teaching (Secondary), Cognition in children
Format: Document (PDF)

Title: MGF 1106 and MGF 1107 Mathematics for Liberal Arts.
Creator: Lippman, David
Abstract/Description: Open educational resource for Mathematics for Liberal Arts. Florida public university courses MFG 1106 and MFG 1107,
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/fauoermgf1106mgf1107
Subject Headings: Mathematics -- Liberal Arts, Open Educational Resources -- Textbooks, Educational resources, Open, OERs (Open educational resources)
Format: Document (PDF)

Title: Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools.
Creator: Gutierrez, Gisselle, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted...
Show moreThis research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted that although not all students learned best with online math homework, nearly every student used the online tools provided when assigned online math homework. Through qualitative analysis, the researcher noted that the most commonly mentioned aid for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing or cheating with online math homework and losing your homework with paper math homework. Participants stated that they actually have more opportunities to cheat with online math homework than with paper math homework; these results diverge from the literature, which states that online math homework helps to eliminate cheating. The data suggests that while online resources, such as examples, were a commonly mentioned aid to online math homework, many students indicated that the online resources also prevented them from truly having to think, as they could just follow the online examples step by step. This research study determined that the majority of students did not have a strong inherent like or dislike toward either online or paper math homework. Instead, students often stated that they preferred whichever medium allowed them to earn higher grades or receive more support. Therefore, if students continue to receive the necessary support, they can continue to learn mathematical concepts through the use of both online and paper math homework.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004984, http://purl.flvc.org/fau/fd/FA00004974
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Mathematics--education., Mathematics education -- Educational material and media, educational technology -- Computer assisted instruction; e-learning., Homework., High school students.
Format: Document (PDF)

Title: THE IMPACT OF FLORIDA SENATE BILL 1720 ON STUDENT PERFORMANCE IN MATHEMATICS.
Creator: Shand, Olivia Aleida, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of this study was to investigate the impact of Florida Senate Bill 1720 on student performance in Mathematics. Prior to its enactment, placement testing was mandatory in the State of Florida. The results determined if a student was required to enroll in any developmental courses prior to enrolling in college-level Mathematics courses. For many students, particularly those at the State College level, this extended the number of required courses, lengthening the path to...
Show moreThe primary purpose of this study was to investigate the impact of Florida Senate Bill 1720 on student performance in Mathematics. Prior to its enactment, placement testing was mandatory in the State of Florida. The results determined if a student was required to enroll in any developmental courses prior to enrolling in college-level Mathematics courses. For many students, particularly those at the State College level, this extended the number of required courses, lengthening the path to completion for a volume of students. The results over time proved a costly burden on institutions that serve populations of students not prepared to perform at the college-level, as well as a major obstacle for student degree completion.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013344
Subject Headings: Education and state--Florida, Mathematics education, Student achievement, Placement testing
Format: Document (PDF)

Title: Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
Creator: Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362325
Subject Headings: Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
Format: Document (PDF)

Title: Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
Creator: Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360970
Subject Headings: Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
Format: Document (PDF)

Title: A comparison of practices for teaching math word problems in Turkey and the United States.
Creator: Erkan, Betul, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The...
Show moreThis multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers’ background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word problems, and participants’ reflections on their own practices as well as on their international partners’ word problems instruction. The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers’ reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004193, http://purl.flvc.org/fau/fd/FA00004193
Subject Headings: Educational tests and measurements, Mathematics -- Study and teaching -- Cross cultural studies, Word problems (Mathematics) -- Study and teaching -- Turkey, Word problems (Mathematics) -- Study and teaching -- United States
Format: Document (PDF)

Title: Multiple Measures as a Placement Instrument in Mathematics at Florida State Colleges.
Creator: Montañez Martínez, III, Miguel A., Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during...
Show moreEvery year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004614, http://purl.flvc.org/fau/fd/FA00004614
Subject Headings: Achievement in education--Measurement., Educational tests and measurements--Florida., Mathematics--Examinations, questions, etc., Advanced placement programs (Education)
Format: Document (PDF)

Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: Use of a mathematics word problem strategy to improve achievement for students with mild disabilities.
Creator: Taber, Mary R., College of Education, Department of Exceptional Student Education
Abstract/Description: Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model...
Show moreMathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361253
Subject Headings: Achievement in education, Children with disabilities, Education, Word problems (Mathematics), Study and teaching, Mathematics, Remedial teaching, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: Predictors of undergraduate academic success.
Creator: Glick-Cuenot, Sheri L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004287, http://purl.flvc.org/fau/fd/FA00004287
Subject Headings: Achievement in education, Creative thinking, Educational tests and measurements, Learning, Psychology of, Prediction of scholastic success -- Mathematical models, Strategic planning
Format: Document (PDF)

Title: Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
Creator: Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11967
Subject Headings: Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
Format: Document (PDF)

Title: Understanding teacher leadership and professional learning in a secondary mathematics department.
Creator: Higgins, Christine., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise...
Show moreThis ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362376
Subject Headings: Educational leadership, School management and organization, Mathematics, Study and teaching (Secondary), Teacher effectiveness, School improvement programs
Format: Document (PDF)

Title: Retrieval of simple arithmetic problems in digit and verbal formats using Siegler's choice, no-choice method.
Creator: Daskagianni, Evangelie., Florida Atlantic University, Hecht, Steven A.
Abstract/Description: A total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size...
Show moreA total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size effect for reaction times. This latter result does not support an effect of presentation format on calculation processes. Participants also named faster digits than verbal numerals. Smaller reaction times and three times as many errors were associated with the no-choice compared to the choice condition. Mathematical aptitude also had an effect. High arithmetic skill was related to smaller reaction times, more retrieval use and fewer errors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13207
Subject Headings: Mathematical ability--Cross-cultural studies, Human information processing, Cognitive psychology, Educational tests and measurements
Format: Document (PDF)

Title: A study of persistence of undergraduate women majoring in engineering and math.
Creator: Pena-Lopez, Jessica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods...
Show moreThe purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement., Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333307
Subject Headings: Women in engineering, Women in mathematics, Women, Education (Higher), Engineering, Study and teaching, Psychological aspects, Mathematics, Study and teaching, Psychological aspects
Format: Document (PDF)

Title: Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
Creator: Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
Subject Headings: Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
Format: Document (PDF)

Title: A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.
Creator: Pacilli, Phyllis., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry...
Show moreThe purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry unit posttest after using the GeoLeg manipulative tool. There were 317 students in the study. The research found that students using the GeoLeg manipulative tool produced significantly better student performance on a posttest in this particular school setting. Although these results cannot be generalized to other school sites, it is plausible that these results could generalize to school sites whose demographics are similar. The research findings revealed that there was no statistically significant difference between male and female students within the treatment group. The significant finding is that the GeoLeg manipulative tool appears to work equally well with both genders. None of the learning styles, as identified by the Honey and Mumford Learning Styles Questionnaire, were correlated with student posttest score achievement on the tested geometry unit. In addition, there was no evidence to suggest that a student's learning style moderates the effectiveness of the use of the GeoLeg manipulative tool. There is no evidence to suggest that the effectiveness of the GeoLeg manipulative tool is any different depending upon the student's gender or learning style. The results of this research provide strong support for the use of the GeoLeg manipulative tool for improving student performance. Further research is needed to confirm these results in similar and different populations.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927614
Subject Headings: Geometry, Study and teaching, Aids and devices, Mathematics, Study and teaching (Secondary), Teaching, Aids and devices, Achievement in education, Educational technology
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

FAU Theses and Dissertations (25)	+ -
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Mathematics (7)	+ -
Educational tests and measurements (5)	+ -
Achievement in education (4)	+ -
Study and teaching (4)	+ -
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Mathematics -- Study and teaching (Secondary) (2)	+ -
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National Board for Professional Teaching Standards (U.S.) (2)	+ -
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Educational tests and measurements--Florida--Evaluation (1)	+ -
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Mathematics teachers--Training of--Florida (1)	+ -
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