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Dissertations / Theses on the topic 'Science and Math'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Strong, Denise, Ryan Andrew Nivens, Deborah Smith, and Ginger Davis. "Connecting Math and Science Using Vernier Probes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2650.

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2

Lange, Alissa A. "Science, Technology, Engineering, and Math Explorations in the Library: Lessons from the Math and Science Story Time (MASST) Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6019.

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We will explore science, technology, engineering, and math (STEM) concepts in preschool, why to include this content in library story times and programs, and how to get started. With many years of experience working with preschool teachers, families, and with libraries, Dr. Lange will demystify STEM and early STEM education. We hope attendees will leave with inspiration to include more STEM concepts in their programming for young children in a way that builds on what children and families are already doing, and that empowers children, families, and library staff to find the STEM all around the

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3

Sosinska, Olga Halina. "School-university partnerships for math and science education." Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.

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4

Farbishel, David. "Teaching math and science from a Christian worldview." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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5

Roettinger, Theresa Marie. "Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618606.

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Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy and content knowledge. Participants completed an online survey that included the Math Teaching Efficacy Belief Instrument (MTEBI) and Math Knowledge for Teaching (MKT) items. Participants provided math profile data through academic demographic questions

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6

Krowne, Aaron Phillip. "An Architecture for Collaborative Math and Science Digital Libraries." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34891.

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In this thesis I present Noosphere, a system for the collaborative production of digital libraries. Further, I describe the special features of Noosphere which allow it to support mathematical and scientific content, and how it applies an encyclopedic organizational style. I also describe how Noosphere frees the digital library maintainer from a heavy administrative burden by implementing the design pattern of zero content administration. Finally, I discuss evidence showing that Noosphere works and is sustainable, both in the a priori and empirical senses.<br>Master of Science

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7

Alkhadrawi, Amamah A. "Gender Differences in Math and Science Choices and Preferences." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449771700.

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8

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, m

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9

Keith, Karin, and Jamie Price. "Blowing Bubbles, Sizing-up Sound: Integrating Science, Reading, and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1019.

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10

Walker, Claudia Jean. "Predicting women's persistence in math and science-related college majors." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2717.

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11

Lavorata, PhD Dr Reagan Lorraine. "Science Technology Engineering Math (STEM) Classes and Females' Career Choices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3353.

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Females have been discouraged from taking science, technology, engineering, and math (STEM) classes during high school and college, resulting in limited access to high-paying STEM careers. Therefore, these females could miss opportunities for these high-paying careers. The rationale of this research was to quantify the relationship between the number of STEM classes the sampled females took, the number of female role models they had during high school and college, their career choices, and salaries. The theoretical construct was based on Erikson's social developmental theory, which postulates

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12

Champion, Karina E. "Considerations and strategies to promote conceptual change in science and math." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Champion_KMITthesis2009.pdf.

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13

Price, Jamie H. "Lego Simple Machine + Math." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2984.

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14

Geiken, Rosemary, and L. Kathryn Sharp. "Inquiry, Investigations, and Integration: Science, Math, and Literacy for K-2." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4299.

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15

Price, Jamie, and Ryan A. Nivens. "K-5 Computation + Math." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4737.

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16

Nivens, Ryan Andrew, Jamie Price, and Ginger Davis. "3 Act in Math Tasks." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.

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Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.

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17

Mary, Michael Todd. "An investigation of the impact of science course sequencing on student performance in high school science and math." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721730.

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<p> High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as “physics first” inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in th

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18

Keith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.

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19

Gross, Kelsey J. "The Impact of a Math or Science Background on K-12 Teacher Earnings." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/510.

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Previous studies have determined that teachers with strong subject backgrounds in math or science have a positive effect on student achievement. Using data from the American Community Surveys, I find that nation-wide, teachers who studied math or science in their undergraduate degrees receive a roughly 1% increase in salary over teachers that studied other subjects. I find that private schools do not reward teachers with a math or science background more than public schools do, but that medium-poor states as a group reward teachers with math or science backgrounds while richer states do not.

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20

Munro, Janet. "Understanding Decisions Latino Students Make Regarding Persistence in the Science and Math Pipeline." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194146.

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This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and

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21

Nayfeld, Irena, Alissa A. Lange, and Hagit Mano. "Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4186.

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Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll

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22

Simmons, Jamie Munn. "Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77527.

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Experiential opportunities at the secondary level give students the 'intimate and necessary relation between the processes of actual experience and education' (Dewey, 1938, p. 19-20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to ident

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23

Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.

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24

Cress, Tammy D. "Influence of the Reflex Math Fact Fluency Program on Math Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7626.

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Researchers have shown a correlation between students’ math fact fluency and their achievement in higher-level math. The problem investigated by this study was that 59% of students in intermediate elementary grades at the local school were not proficient in math. Guided by Miller’s information processing theory, the purpose of this quantitative, causal-comparative study was to examine the influence of the Reflex Math Fact Fluency Program on 2nd graders’ math achievement scores (as a whole group and by gender) after 1 school year of program use. Archival data was purposefully sampled for 98 2nd

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25

Harder, Jeremy Ian. "The effects of digital portfolios in math and science in a fourth grade classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/harder/HarderJ0812.pdf.

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In this investigation digital portfolios were introduced as a means to improve student achievement in a math and science elementary classroom. By introducing digital portfolios, and analyzing data from surveys, questionnaires and assessment scores it was suggested that digital portfolios increase student engagement in math and science through self-monitoring, reflection and having a useful container for tasks in math and science. Portfolios also increase student interest in math and science and scores on unit assessments. Lastly, teacher best practices were also influenced positively through t

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26

Henriksson, Lori. "Parental influence on gifted men's and women's subjective task value of math and science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ48008.pdf.

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27

El-Moslimany, Hebbah, and Alissa A. Lange. "Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4193.

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Math and Science Story Time (MASST) program is a library-based informal education program that aims to increase access to high-quality early science, technology, engineering, and mathematics (STEM) books, activities, and content for young children. We developed and piloted resources to expand MASST beyond a family engagement program by inviting preschools to participate in the program. The purpose was to connect the local library with preschool classrooms, provide resources for educators, and bridge the gap between formal and informal learning environments. The present study examines the effec

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28

Martinez, Isaac. "Predicting Success of Developmental Math Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4075.

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Addressing the needs of developmental math students has been one of the most challenging problems in higher education. Administrators at a private university were concerned about poor academic performance of math-deficient students and sought to identify factors that influenced students' successful progression from developmental to college-level coursework. The purpose of this retrospective prediction study was to determine which of 7 variables (enrollment in a college success course, math placement results, frequency of use of the developmental resource center, source of tuition payment, stud

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29

Mwangi, Timothy M. "Software tools for elementary math education : animated mathematical proofs." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85451.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 47).<br>The National Council of Teachers of Mathematics [6] has identified the learning of proofs as a critical goal for students from pre-kindergarten through grade 12 (p. 56). A proof for elementary students is not the highly structured mathematical argument seen in high school algebra classes. It is, however, a rational mathematical argument created by students using the appropriate voca

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30

Nivens, Ryan Andrew. "License Plate Math: Palindromes, Graphing, & Transformations." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/235.

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Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

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31

Bouma, Craig Earl. "Physics First: Impact on SAT Math Scores." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/213.

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Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PC

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32

Sarmiento-Klapper, Johann W. Stahl Gerry. "Sustaining collaborative knowledge building : continuity in virtual math teams /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3038.

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33

Davis, Antoinette M. "Measuring Student Satisfaction in Online Math Courses." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/10.

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Colleges and universities worldwide have struggled to find a way to measure student satisfaction in online courses. This study examined the growth of math courses that are delivered in the online format. This study aims to address many gaps in the research literature concerning distance education using technology. In particular, it is the intention of this study to investigate satisfaction and performance of students as a result of taking online courses. There has been an expanding concern over whether students are satisfied and can perform well in courses taken in an online environment. Satis

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34

Wagenberg, Becky. "Computers, music, and math : using technology in a learning environment." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/42755.

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35

Adamson, Karen H. "The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/185.

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The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis

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36

Nolan, Kathleen T. "Shadowed by light, knowing by heart, preservice teachers' images of knowing (in) math and science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60211.pdf.

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37

Saad, Marissa Elizabeth. "Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning." Thesis, The University of North Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1559998.

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<p> The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. </p><p> This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from

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38

Dick, Stephanie Aleen. "After Math: (Re)configuring Minds, Proof, and Computing in the Postwar United States." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14226096.

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This dissertation examines the history of three early computer programs that were designed to prove mathematical theorems: The Logic Theory Machine, the Program P, and the Automated Reasoning Assistant, all developed between 1955 and 1975. I use these programs as an opportunity to explore ways in which mathematical knowledge and practice were transformed by the introduction of modern computing. The prospect of automation generated disagreement about the character of human mathematical faculties like intuition, reasoning, and understanding and whether computers could be made to possess or parti

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39

Ebrahim, Yousef. "The influence of an integrated math, science and technology education program on students' performance on the state of Ohio math and science sub-sections of the 9th grade proficiency test in a selected high school." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1410955468.

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40

Nivens, Ryan Andrew. "License Plate Math: Palindromes, Graphing, & Transformations." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/231.

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Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

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41

Simon, Elizabeth M. "Design and implementation of a division tool for elementary math education." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91870.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 55).<br>This thesis presents the design, implementation, and testing of a novel division tool for elementary math education. Division is a concept with which many elementary students struggle. The division tool, which is an addition to the pen-based wireless classroom interaction system called Classroom Learning Partner, provides an interactive visual model for the division process. This mo

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42

Roue, Leah C. "Young women's perceptions of technology and engineering factors influencing their participation in math, science and technology? /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rouel.pdf.

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43

Coyote, Ruthann Theresa. "The Relevance of Career Aspirations for Transfer Students Persisting in Science, Technology, Engineering and Math Disciplines." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301682.

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This qualitative study utilizes data acquired from interviews with 18 community college transfer students in Science, Technology, Engineering and Math (STEM) majors and 7 university staff people who work in direct student services with this student population. This study explores the experiences of transfer students in STEM majors regarding what influenced their college persistence, particularly the relevance of STEM career aspirations. Students report their experiences of social and academic integration after transfer; the phenomenon of transfer shock is also explored and incorporated. Instit

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44

Barkley, Cynthia Vanderwilt. "Math lessons for Fontana High School software." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/935.

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45

DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gend

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46

Griffith, George W. "The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2164.

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47

Snyder, Kermit. "The Effects of a Summer Math Program on Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2459.

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The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement th

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48

Batton, Melissa. "The effect of cooperative groups on math anxiety." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/822.

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Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students fro

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49

Pemberton, Katie Jo. "Assessment for Feedback and Achievement Growth for Middle School Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5928.

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Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Bl

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50

Toker, Yonca. "Non-ability correlates of the science-math trait complex: searching for personality characteristics and revisiting vocational interests." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37175.

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The trait complex approach (Ackerman&Heggestad, 1997) makes it possible to study the individual holistically by taking account of various individual differences at the same time, such as abilities, personality, motivation, and vocational preferences. Recently, Kanfer, Wolf, Kantrowitz, and Ackerman (2010) provided support for taking a whole-person approach in predicting academic performance. They also showed the incremental role of non-ability predictors over the role of ability predictors. Objectives of the present study were to further explore the non-ability variables of the science/math tr

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