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- Creators: Middleton, James
Description
The primary purpose of this study is to examine the effect of knowledge for teaching mathematics and teaching practice on student mathematics achievement growth. Thirty two teachers and 299 fourth grade students in three elementary schools from one school district in urban area participated in the study. Most of them are Hispanic in origin and about forty percent is English Language Learners (ELLs). The two level Hierarchical Linear Model (HLM) was used to investigate repeated measures of teaching practice measured by Classroom Assessment Scoring System (CLASS) instrument. Also, linear regression and a multiple regression to examine the relationship between teacher knowledge measured by Learning for Mathematics Teaching (LMT) and Developing Mathematical Ideas (DMI) items and teaching practice were employed. In addition, a three level HLM was employed to analyze repeated measures of student mathematics achievement measured by Arizona Assessment Consortium (AzAC) instruments. Results showed that overall teaching practice did not change weekly although teachers' emotional support for their students improved by week. Furthermore, a statistically significant relationship between teacher knowledge and teaching practice was not found. In terms of student learning, ELLs have significantly lower initial status in mathematics achievement than non-ELLs, as were growth rates for these two groups. Lastly, teaching practice significantly predicted students' monthly mathematics achievement growth but teacher knowledge did not. The findings suggest that school systems and education policy makers need to provide teachers with the chance to reflect on their teaching and change it within themselves in order to better support student mathematics learning.
ContributorsKim, Seong Hee (Author) / Sloane, Finbarr (Thesis advisor) / Middleton, James (Committee member) / Flores, Alfinio (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of two third graders and five fourth graders from an elementary school in the Reynolds School District in Portland, Oregon. One participant was male. The other six were female. Six of the students were Hispanic, and one student was multiethnic. Students' parents enrolled their children in free afterschool tutoring with Mobile Minds Tutoring, an SES provider in the state of Oregon. The participants were given pre- and post-assessments to measure their intrinsic motivation and achievement. The third graders took the Young Children's Academic Intrinsic Motivation Inventory (Y-CAIMI) and the fourth graders took the Children's Academic Intrinsic Motivation Inventory (CAIMI). All students took the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) according to their grade level. The findings from this study are consistent with the literature review, in that individualized tutoring can help increase student motivation and achievement. Six out of the seven students who participated in this study showed an increase in mathematical achievement, and four out of the seven showed an increase in intrinsic motivation.
ContributorsBallou, Cherise (Author) / Middleton, James (Thesis advisor) / Kinach, Barbara (Committee member) / Bitter, Gary (Committee member) / Arizona State University (Publisher)
Created2011
Description
Concept mapping is a tool used in order to visually represent a person's understanding of interrelated concepts. Generally the central concept is in the center or at the top and the related concepts branch off, becoming more detailed as it continues. Additionally, links between different branches show how those concepts are related to each other. Concept mapping can be implemented in many different types of classrooms because it can be easily adjusted for the needs of the teacher and class specifically. The goal of this project is to analyze both the attitude and achievement of students using concept mapping of college students in an active learning classroom. In order to evaluate the students' concept maps we will use the expert map scoring method, which compares the students concept maps to an expertly created concept map for similarities; the more similar the two maps are, the higher the score. We will collect and record students' scores on concept maps as they continue through the one semester class. Certain chapters correspond to specific exams due to the information contained in the lectures, chapters 1-4 correspond to exam 1 and so forth. We will use this information to correlate the average concept map score across these chapters to one exam score. There was no significant correlation found between the exam grades and the corresponding scores on the concept maps (Pearson's R values of 0.27, 0.26, and -0.082 for Exam 1, 2 and 3 respectively). According to Holm et all "it was found that 85% of students found interest or attainment in the concept mapping session, only 44% thought there was a cost, and 63% thought it would help them to be successful."
ContributorsFarrell, Carilee Dawn (Author) / Ankeny, Casey (Thesis director) / Middleton, James (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12