ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- All Subjects: Mathematics
- Creators: Milner, Fabio A
- Creators: Appleton, Nicholas
Description
The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
ContributorsBickert, George (Author) / Humphreys, Jere T (Thesis advisor) / Appleton, Nicholas (Committee member) / Spencer, Dee Ann (Committee member) / Arizona State University (Publisher)
Created2011
Description
Climate change is one of the most pressing issues affecting the world today. One of the impacts of climate change is on the transmission of mosquito-borne diseases (MBDs), such as West Nile Virus (WNV). Climate is known to influence vector and host demography as well as MBD transmission. This dissertation addresses the questions of how vector and host demography impact WNV dynamics, and how expected and likely climate change scenarios will affect demographic and epidemiological processes of WNV transmission. First, a data fusion method is developed that connects non-autonomous logistic model parameters to mosquito time series data. This method captures the inter-annual and intra-seasonal variation of mosquito populations within a geographical location. Next, a three-population WNV model between mosquito vectors, bird hosts, and human hosts with infection-age structure for the vector and bird host populations is introduced. A sensitivity analysis uncovers which parameters have the most influence on WNV outbreaks. Finally, the WNV model is extended to include the non-autonomous population model and temperature-dependent processes. Model parameterization using historical temperature and human WNV case data from the Greater Toronto Area (GTA) is conducted. Parameter fitting results are then used to analyze possible future WNV dynamics under two climate change scenarios. These results suggest that WNV risk for the GTA will substantially increase as temperature increases from climate change, even under the most conservative assumptions. This demonstrates the importance of ensuring that the warming of the planet is limited as much as possible.
ContributorsMancuso, Marina (Author) / Milner, Fabio A (Thesis advisor) / Kuang, Yang (Committee member) / Kostelich, Eric (Committee member) / Eikenberry, Steffen (Committee member) / Manore, Carrie (Committee member) / Arizona State University (Publisher)
Created2023
Description
The extent of students’ struggles in linear algebra courses is at times surprising to mathematicians and instructors. To gain insight into the challenges, the central question I investigated for this project was: What is the nature of undergraduate students’ conceptions of multiple analytic representations of systems (of equations)?
My methodological choices for this study included the use of one-on-one, task-based clinical interviews which were video and audio recorded. Participants were chosen on the basis of selection criteria applied to a pool of volunteers from junior-level applied linear algebra classes. I conducted both generative and convergent analyses in terms of Clement’s (2000) continuum of research purposes. The generative analysis involved an exploration of the data (in transcript form). The convergent analysis involved the analysis of two student interviews through the lenses of Duval’s (1997, 2006, 2017) Theory of Semiotic Representation Registers and a theory I propose, the Theory of Quantitative Systems.
All participants concluded that for the four representations in this study, the notation was varying while the solution was invariant. Their descriptions of what was represented by the various representations fell into distinct categories. Further, the students employed visual techniques, heuristics, metaphors, and mathematical computation to account for translations between the various representations.
Theoretically, I lay out some constructs that may help with awareness of the complexity in linear algebra. While there are many rich concepts in linear algebra, challenges may stem from less-than-robust communication. Further, mathematics at the level of linear algebra requires a much broader perspective than that of the ordinary algebra of real numbers. Empirically, my results and findings provide important insights into students’ conceptions. The study revealed that students consider and/or can have their interest piqued by such things as changes in register.
The lens I propose along with the empirical findings should stimulate conversations that result in linear algebra courses most beneficial to students. This is especially important since students who encounter undue difficulties may alter their intended plans of study, plans which would lead them into careers in STEM (Science, Technology, Engineering, & Mathematics) fields.
My methodological choices for this study included the use of one-on-one, task-based clinical interviews which were video and audio recorded. Participants were chosen on the basis of selection criteria applied to a pool of volunteers from junior-level applied linear algebra classes. I conducted both generative and convergent analyses in terms of Clement’s (2000) continuum of research purposes. The generative analysis involved an exploration of the data (in transcript form). The convergent analysis involved the analysis of two student interviews through the lenses of Duval’s (1997, 2006, 2017) Theory of Semiotic Representation Registers and a theory I propose, the Theory of Quantitative Systems.
All participants concluded that for the four representations in this study, the notation was varying while the solution was invariant. Their descriptions of what was represented by the various representations fell into distinct categories. Further, the students employed visual techniques, heuristics, metaphors, and mathematical computation to account for translations between the various representations.
Theoretically, I lay out some constructs that may help with awareness of the complexity in linear algebra. While there are many rich concepts in linear algebra, challenges may stem from less-than-robust communication. Further, mathematics at the level of linear algebra requires a much broader perspective than that of the ordinary algebra of real numbers. Empirically, my results and findings provide important insights into students’ conceptions. The study revealed that students consider and/or can have their interest piqued by such things as changes in register.
The lens I propose along with the empirical findings should stimulate conversations that result in linear algebra courses most beneficial to students. This is especially important since students who encounter undue difficulties may alter their intended plans of study, plans which would lead them into careers in STEM (Science, Technology, Engineering, & Mathematics) fields.
ContributorsSipes, Janet (Author) / Zandieh, Michelle J (Thesis advisor) / Milner, Fabio A (Committee member) / Roh, Kyeong H (Committee member) / Wawro, Megan (Committee member) / Zazkis, Dov (Committee member) / Arizona State University (Publisher)
Created2019