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Dissertations / Theses on the topic 'Elementary mathematics learning education'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Catak, Melek. "An Elementary Mathematics Teacher." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613056/index.pdf.

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The purpose of this study was to explore an elementary mathematics teacher&rsquo<br>s pedagogical reasoning on selection of learning activities. For this purpose, a teacher&rsquo<br>s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where<br>data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Results revealed that the teacher had two main groups of considerati

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2

Gaffney, Ann M. "Change in experienced teachers' pedagogical beliefs through learning elementary mathematics content." Thesis, Rivier University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708812.

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<p> This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathe

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3

Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)

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Wood, Marcy Britta. "Mathematizing, identifying, and autonomous learning fourth grade students engage mathematics /." Diss., Connect to online resource - MSU authorized users, 2008.

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5

Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.

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Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into

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Crowley, Brittany Marie. "The Effects of Problem-Based Learning on Mathematics Achievement of Elementary Students Across Time." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1446.

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The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of a

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Belanger, Michael Paul. "Effects of Blended Learning and Gender on Mathematics Assessment in Elementary Fourth and Fifth Grade Students." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846299.

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<p> Innovative instructional strategies, including online and blended learning, are meeting the needs of an increasingly technological environment. While effective in higher and secondary education, these approaches have not been adequately studied at the elementary level. This quantitative study was to understand whether differences existed in PARCC 2015 scores based on instructional modality, and the interaction between gender and instructional modality among fourth and fifth grade students. Using an ANOVA, the first main effect of modality was significant at the 95% confidence level, <i>F</

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8

Taylor, Carol A. "The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/22535.

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CITE/Mathematics and Science Education<br>Ed.D.<br>The purpose of this study was to determine whether a one-semester combined mathematics content/methods course based on Simon's (1994) Learning Cycle framework for the mathematical preparation of preservice elementary teachers was more effective at aligning preservice teachers' beliefs with the philosophy of the Standards documents (NCTM, 1989, 1991, 1995, 2000) and other reform literature than another content/methods course. While the six-cycled Learning Cycles framework has been used in separate content and methods courses (Simon, 1995), it h

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Risley, Rachael Ann. "Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics." Thesis, University of Colorado at Denver, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112620.

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<p>This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs’ conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs’ progression from additive reasoni

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Jennings, LaShay, Edward J. Dwyer, and Kayla Knupp. "Actively Involving Students in Literacy and Mathematics Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3440.

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11

Shrum, Sharon Faye. "The Influence of Written Formative Feedback on Student Learning in Elementary Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2888.

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Research has shown that giving quality feedback to students, which is an aspect of formative assessment, is a high-yield strategy that educators can use to advance academic achievement and support students in their learning process. The study took place in a Virginia school division where formative assessment was not a division-wide initiative used to increase student achievement. Therefore, the purpose of this qualitative case study was to identify the perceptions of teachers and students concerning formative feedback and distinguish the types of written feedback that may influence student le

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12

Price, Beverley Christmas. "Effects on teachers' mathematics content knowledge of a professional learning community." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5011.

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During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.; The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, s

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13

RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

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14

Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.

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Abstract Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teac

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Ballard, Katherine D. "The effects of integrated learning systems on mathematics skill development for children with performance deficits in mathematics achievement." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370876.

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In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first

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Lesar, Peter V. "The relationship between grade-level team implementation of professional learning communities and student achievement in math." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606820.

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<p> With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders and teachers continue to explore strategies that will improve the quality of classroom instruction and help increase achievement for all students. </p><p> This study was conducted in a large urban K-12 school district in the southwestern Unite

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Hugger, Kelly Ann. "Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students." Thesis, University of Southern Maine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632799.

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<p> The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety of third grade students. Four intact classrooms were randomly assigned to experimental or control condition groups. Experimental teachers implemented one of three interventions: PALS, a relaxation technique (RT), or PALS+RT twice weekly for 12 weeks. Outcome measures included AIMSweb's curriculum based measure for math computation (MCOMP) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2). Within the classrooms,

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18

Hoffman, Elizabeth. "LISTENING TO STUDENT VOICES: FIFTH GRADERS' PERCEPTIONS OF THEIR MATHEMATICS LEARNING WITHIN THE CONTEXT OF A MATHEMATICS REFORM." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3386.

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This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what help

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Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.

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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo<br>(PEMTs&rsquo<br>) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo<br>SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. O

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Vale, Isabel, Domingos Fernandes, and Antonio Borralho. "A new Elementary Mathematics Curriculum: Practice, Learning and Assessment Some Classroom Episodes." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83158.

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22

O'Kelley, Nancy G. "Teaching and learning through a brain-compatible approach: Implications for junior high school mathematics." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/544.

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23

Kirk, Vicki Carpenter. "An investigation of the impact of integrated learning system use on mathematics achievement of elementary students." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0227103-125216/unrestricted/KirkV031703f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0227103-125216. Includes bibliographical references. Also available via Internet at the UMI web site.

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24

Alqallaf, Nadeyah. "Mathematical teachers' perception| Mobile learning and constructing 21st century collaborative cloud-computing environments in elementary public schools in the State of Kuwait." Thesis, University of Northern Colorado, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113607.

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<p> The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers’ ability to create an M-learning environment. Furthermore, this study sought to understand teachers’ perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait. </p><p> Us

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Monger, Carol Thompson. "Effects of a mastery learning strategy on elementary and middle school mathematics students' achievement and subject related affect /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8913881.

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26

Trofort, Michelle McCabe. "A Qualitative Case Study About Online Reflection for Elementary Mathematics Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/7203.

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Many teachers report that they rarely engage in reflection. Asynchronous forums have been used to foster reflection among prospective teachers, but there is limited research about the allocation of time for reflection in an asynchronous forum for practicing teachers. The purpose of this qualitative case study was to (a) determine teachers' perceptions about the benefits and drawbacks of the use of an online forum to allocate time for reflection and (b) to classify the levels of the teachers' reflections in the forum. A conceptual framework based on select writings by Dewey, Hatton and Smith, a

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Mohr, Doris Schipp. "The impact of Logo on pre-service elementary teachers' beliefs, knowledge of geometry, and self-regulation of learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3202899.

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Ferrara, Jean. "The effect of learning styles strategies on benchmark eighth grade middle school mathematics achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/727.

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Low standardized mathematics scores resulted in a suburban middle school not reaching adequate yearly progress (AYP) for the 2 previous years. There were many possible factors contributing to this problem, among them the design of instruction. The purpose of this study was to identify learning styles of students and implement differentiated instructional strategies that address the learners' needs. The study was based on the Silver and Hanson's theory of learning style instruction and Gardner's multiple intelligences as a model for differentiating instruction. This sequential mixed methods qua

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Harrison, Ryan Matthew. "Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.

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30

Bradley, Vaughn Malcolm. "Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5055.

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Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to s

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Graves, Henderson Tasha. "Effects of Single-Gender and Coeducational Learning Environments on Middle School Mathematics Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1358.

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As a result of the increased number of schools failing to meet adequate yearly progress (AYP), school districts are searching for innovative ways to raise student achievement and meet the rigorous performance standards set by state governments. Using the theoretical framework provided by brain research and the theory of multiple intelligences, the purpose of this quantitative study was to compare 2 middle school classroom structures for differences in mathematics achievement among students. The study examined whether a significant difference existed in mathematics achievement scores on the sta

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LoPresto, Kevin Daniel. "Storied Beliefs| Looking at novice elementary teachers' beliefs about teaching and learning mathematics through two different sources, math stories and the IMAP survey." Thesis, The University of Texas at Austin, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684163.

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<p>This study examined the relationship between beliefs found using the Integrated Mathematics and Pedagogy (IMAP) project beliefs survey and the beliefs found in math stories of eight novice (less than two years teaching) elementary school teachers. The stories were coded for the same beliefs used in the IMAP survey. As in the IMAP survey, the strength of evidence of the belief was assigned numerical values, zero through three, indicating virtually no evidence to very strong evidence respectively. Results showed that specific beliefs could be found in math stories, yet not always at the s

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33

Bowers, David Matthew. "Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

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34

Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1706.

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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with

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Hanson, Loraine Jones. "Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3466.

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The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), tim

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Hewana, Diliza Ronald. "An investigation into the nature of grade 4 learners’ evolving mathematics learning dispositions: a case study of 3 learners participating in an after school mathematics club." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013140.

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Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell

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Adabor, James Kofi. "An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning: A Study of Selected Schools in Ghana." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210367584.

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Smith, Scott. "An Exploratory Study of Fifth-Grade Students’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5625.

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Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students’ meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students’ reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virt

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James, Carolyn McCaffrey. "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2955.

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Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation

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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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McBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.

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Kimber, Charles Tenison. "The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/27315.

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CITE/Mathematics and Science Education<br>Ed.D.<br>The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of

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Kaulinge, Penehafo Olivia. "Examining the nature of learning within an afterschool mathematics club : a case study of four learners." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001835.

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This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data c

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White, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.

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This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936

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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.

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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around th

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Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13566.

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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with

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Lachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.

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Bolbolian, Sonja, and Åström Emelie Lopez. "Elevernas kunskapsutveckling och motivation inom matematik och det kooperativa lärandet." Thesis, Malmö universitet, Malmö högskola, Institutionen för naturvetenskap, matematik och samhälle (NMS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41359.

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This study examines how students benefit from working with cooperative learning in mathematics lessons. Furthermore, the study investigates whether the motivation to work with mathematics can be increased through cooperative learning. The study is based on these two questions to examine relevant research regarding this specific area. The search process has been carried out through several databases such as ERIC and Google scholar. Through these databases an amount of nine scientific articles has been compiled. With the help of previous research, the study has shown that cooperative learning ha

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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.

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Math & Science Education<br>Ph.D.<br>The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical unders

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Robertson, Laura, and Andrea Lowery. "Interactive Notebooks & 5E Learning Cycles Aligned to the New TNSES for Grades 3-5." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1316.

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Our session will focus on using interactive notebooks and the 5Es to teach elementary science. We will model interactive notebook strucutre, and we have over 15 interactive notebook units to share aligned to the new 3rd-5th Grade TN Science Education Standards. These resources were developed out of a collaboration with classrom teachers, pre-service teachers, and higher education faculty. Special emphasis was placed on potentially difficult to teach standards. Each interactive notebook unit includes lab data sheets, Claim-Evidence-Reasoning student prompts, answer keys, and lines of evidence.

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