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Academic literature on the topic 'Elementary school math'
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Dissertations / Theses on the topic "Elementary school math"
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Colorado, Ann Haimburger. "Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618626.
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Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a crucial component of giftedness, yet the literature base for motivation and math talent development within gifted populations is scarce. This descriptive study used a within-group design to measure the math motivation, math achievement, and goal orientation of high-ability 5 th grade math students to elucidate the relationships among motivation, achievement, goal orientation, and gender. Findings indicated that math achievement, math motivation, and goal orientation were similar for both genders; students had high math achievement yet low math motivation; and a high number of students had a performance goal orientation. Ideas for future math motivation research for the gifted are shared.;Keywords: gifted math students, math achievement, math motivation, goal orientation.
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Perrault, Tianay. "Effective Instructional Strategies to Support Struggling Elementary School Math Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2942.
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In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual framework for this study. The study included interview data from 10 elementary teachers purposefully selected from Grades 2 through 5 who were known to meet the selection criteria of being a math teacher with 2 or more years of experience working with low SES students. Data from interviews, and archival documents were analyzed using inductive analyses and were analytically coded. The results of the analysis showed that the teachers wanted quality professional development that would prepare them to effectively teach math to struggling low-SES students. The identified themes were strategies teachers used to support low-SES students, instructional resources, effectiveness of professional development, and additional factors affecting low-SES students. Thus, the resulting project, Guiding Struggling Math Students Toward Success PD, provides math strategies for working with low-SES students and implementing the new math curriculum. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and use of modifications during math instruction, ultimately increasing student performance in the elementary campus.
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Reynolds, Justin Michael. "Singapore Math| A Longitudinal Study of Singapore Math in One School District from 2007 to 2012." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728017.
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<p> For the last several years, Americans have fallen behind in the area of mathematics when compared to their peers in industrialized countries around the world. Singapore, on the other hand, was at the top of the world rankings in mathematics in the last four Trends in International Math and Science Study (TIMSS) assessments taken by fourth and eighth graders every four years. This project focused on the impact of the Singapore Math program on two cohorts of students by utilizing their Missouri Assessment Program (MAP) scores from the mathematics subtest. The first cohort, A, was comprised of students who were in third, fourth, and fifth grade during the first years of the implementation of the Singapore Math program in 2007, 2008, 2009, and compared with students in Cohort B who were exposed to the math program since first grade, as intended by the publisher. The students of Cohort B were in third, fourth, and fifth grade in 2010, 2011, and 2012, respectively. Data were also analyzed to see if the program had a correlation with a decrease in gender, ethnic, or socioeconomic (SES) achievement gaps when compared to Cohort B. Three tests were given in order to triangulate the results of the MAP test: difference in means by way of a <i>z</i>-test for a difference in means, a comparison of students scoring proficient and advanced through the utilization of a z-test for difference in proportions, and an <i>F</i>-test for difference in variance in MAP scores. </p><p> Results of the study yielded mixed results. While there was not a significant statistical difference in achievement between Cohort A and B in third, fourth, or fifth grade, there was evidence to support that the subgroups that were included in the study (female students, Black students, and students with Free and Reduced Lunch status) performed commensurately with their peers in Cohort B.</p>
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Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.
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<p> This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on <i> what</i> Math anxiety is and <i>how</i> it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.</p>
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Kerr, Regina Wicker. "The Relationship Between Family, Personal, and School Variables and the Math Achievement of Elementary Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/149.
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School administrators and teachers must determine the factors most associated with academic success in order to meet the academic needs of all students. Researchers have identified general risk factors such as student socioeconomic status (SES), but there may be additional unidentified factors correlated to student achievement. The purpose of this study was to explore the relationship between a set of school, family, and personal demographic variables and students' math achievement. Bandura's social learning theory, Vygotsky's zone of proximal development, and Feurestein's mediated learning experience served as the guiding frameworks for this study. A descriptive correlational design was used to examine the degree of association among variables and how well the variables of students' SES, gender, ethnicity, attendance, and parental involvement predicted the math achievement among 115 students in 3rd through 5th grade at the study elementary school. Chi square and regression analyses did not reveal significant relationships among the predictor and criterion variables, indicating that the demographic, family, and school variables examined in the study did not predict student math achievement at the study site. These findings support the idea that math achievement is not necessarily predicated on variables extraneous to the teaching and learning process. A professional development project was designed for the study site to provide math teachers with best practice skills on differentiated learning strategies and classroom community building. This project study contributes to positive social change by providing educators at the study site with research-based findings on the relationship between student and school factors and math achievement, and with professional development on math strategies to improve the math achievement of all students.
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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.
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Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.
Full textAbstract:
In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles's andragogy and Piaget's cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers' knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance.
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Wolfe, Christopher B. "Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/8.
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Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.
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Engelbrecht, Learned Carrie. "Mathematiques en francais, Math in English: Discourse in an Elementary School French Immersion Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35031.
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French immersion is a program that some non-native French parents in Canada choose for their children. Some time allocation models for French immersion programs mean that students in French immersion classes will study mathematics in French and in English at different times during their educational careers. This study follows an elementary class of French immersion students from grade three, when the language of mathematics instruction is French, to grade four, when the language of mathematics instruction changes to English. Using Sfard’s four categories of discourse: routine, endorsement, visual mediators, and word use, transcripts of audio recordings of teacher and student language in the classroom were analysed. The characteristics of the teacher and student discourse, as well as the similarities and differences between mathematical discourse in the French language and English language mathematics classrooms were described. The data was characterised by two routines: a question-response-endorsement routine, and an exploratory routine. Although both routines were found in both the French language and the English language classrooms, there were differences as well as similarities in the routines, as well as in word use, visual mediators, and endorsement, between the teacher and the student language, as well as between the two language settings. Limitations to this study, as well as the role of talk in the mathematics classroom, are discussed.
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Donawerth, Alice S. "Bridging the Gap| Fourth Grade Before-School Computer Math Lab and Its Impact on California Standardized Test Scores." Thesis, Biola University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586255.
Full textAbstract:
<p> The purpose of this study was to determine the correlation between participation of low achieving math students in a before-school computer math lab and how their participation affected the fourth grade California Standardized Test (CST) math scale scores at San Joaquin Elementary School. Students participated in the lab based their below proficient performance on multiplication facts tests. The lab was available from January through April in both 2010 and 2011. Students used interactive computer software called IXL. The focus in the lab was for students to master their multiplication tables (0 through 12). To evaluate if there was a statistically significant change in the CST scores because of the treatment, an Abbreviate Interrupted Time Series analysis was applied. The two years before the lab was implemented, the two years with the lab in place and the year after the lab was discontinued were compared. A t-test evaluation of the mean scores in a year-by-year comparison was run. The Levene Test using Homogeneity of Variances test was run which showed similar variances. For this reason, the ANOVA was then used along with the Tukey HSD post-hoc test to identify which groups showed a significant difference from each other. There was a significant improvement in the CST mean scores for fourth grade at San Joaquin Elementary School during the years the treatment was in place. By extending the school day and using interactive computer software together they showed a positive impact on student's CST scores.</p>