Doctor of Philosophy, The Ohio State University, 1969, Graduate School

Master of Mathematical Sciences, The Ohio State University, 2016, Mathematics

This project examines the impact of a mathematics course for prospective elementary teachers and a mathematics course for prospective middle school teachers on those enrolled in their respective courses using a pre-post test methodology. Prospective teachers were asked to take tests, designed by the Learning Mathematics for Teaching project, which claim to measure mathematical knowledge for teaching. Results indicate that the courses positively impacted the mathematical knowledge of prospective teachers. Examination of the results on clusters of items covering specific topics provides additional insight into how these courses are impacting prospective teachers and how they might be modified as a part of ongoing course improvement efforts.

Doctor of Philosophy (PhD), Ohio University, 2008, Curriculum and Instruction Mathematics Education (Education)

Ghana's educational reforms have not brought the much needed results in terms of the national objective of preparing its manpower potential to meet the growing demands of the national economy. Ghana's adoption of the new educational system has led to a reduction by five years of pre-university education compared to the old system. Consequently, there is enormous pressure on high school mathematics teachers to cover school syllabi but this has not been too successful.In 1993, 16% of the first group of 42,105 students who sat for the core mathematics in the Senior Secondary School Certificate Examinations got grades A through E. It appeared there was improvement in mathematics instruction and learning. However, the low standards of mathematics performance became clear on the international scene when Ghana ranked 44 out of 45 countries that participated in the Third International Mathematics and Science and Study (TIMSS). Calculator use has not been encouraged despite the strong research evidence of the positive impact of calculators in instruction and learning. The successful adoption of instructional tools such as calculators depends to a certain extent on teacher attitudes. Using the AIM-AT 4-point Likert scale, 179 elementary teachers and high school mathematics teachers were studied to determine their attitudes towards the use of calculators. Two supplementary open-ended questions on the benefits and setbacks of the use of calculators were included. An overall mean of 2.460 indicated that Ghanaian teachers' attitude was somewhat neutral or slightly positive towards calculator use. Most teachers (84%) believed that students should learn how to use a calculator; however 80% of the teachers wanted students to master concepts or procedures before being allowed to use the calculator. Ghanaian teachers declared that they do not teach with calculators currently yet they knew ways they could use calculators effectively in the classroom. High school mathematics teachers' (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 1968, Graduate School

Doctor of Philosophy, University of Akron, 2015, Secondary Education

This study investigated the relationship between the actual mathematical ability and the perceived mathematical ability among preservice elementary teachers with low levels of mathematics self-efficacy. In addition, this study investigated how preservice elementary teachers with low levels of mathematics self-efficacy describe their mathematical ability and how it could affect their teaching effectiveness when they enter the classroom. Participants included 42 elementary preservice elementary teachers in a Great Lakes state during their mathematics methods course. Of the 42 elementary preservice teachers who participated in the study, 14 were self-identified as having low levels of self-efficacy with varying levels of mathematical ability. Six of the 14 agreed to be interviewed to gain a deeper understanding of their mathematical ability and their beliefs on being an effective mathematics teacher. Data sources included the self-revised Mathematics Confidence Scale and clinical interviews. The results concerning actual mathematical ability versus perceived ability were mixed. Also, the understanding of fractions, proportions, and ratios continue to be viewed as difficult topics. Findings revealed that the preservice elementary teachers with low-levels of mathematics self-efficacy believe they will be effective mathematics teachers when they enter the classroom, but only after time and much effort. In addition, these same preservice elementary teachers stated that they had negative experience during their elementary school years. Therefore, it can be generalized that there are, and potentially will be, novice elementary teachers that will enter the classroom with (a) low levels of self-efficacy, (b) a lack of mathematical content knowledge, and (c) a lack of awareness of what their negative experiences during their elementary years could potentially do to their future students.

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to explore elementary teachers’ interpretations of three of the Standards for Mathematical Practice in the Common Core State Standards. The research followed how these interpretations evolved during three types of professional learning experiences. The study also explored teachers’ beliefs about the supports that would be necessary to enact these standards successfully in a classroom, school, and district. A teacher development experiment was utilized for this qualitative study. Three teachers (two from grade five and one from grade one) were recruited from the same school district, and they participated in three individual interviews, two group discussions, and two videotaped lessons as they read and discussed the three chosen standards. Teachers’ comments were analyzed via an interpretive approach reflecting hermeneutic philosophy. Each teacher was considered a case; thus, the analysis focused on each teacher’s thinking as well as the similarities and differences among the teachers’ interpretations. The teachers were able to respond to tentative findings of the study, and adjustments to the analyses were made when appropriate. Findings indicated that teachers often interpret the text and intent of standards in very unique ways. These interpretations are influenced by past personal and professional experiences, opportunities to read and discuss standards with others, expectations set forth and support provided by administrators, and observations of student learning. Interpretations do not change quickly or without catalyst; rather, thinking evolves over extended periods of time when opportunities for professional learning and reflection are provided on a regular basis.

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This study explored elementary teachers' mathematics teaching efficacy and epistemological beliefs. Quantitative research participants were 60 preservice elementary teachers in a Master of Education initial certification program. Three data points were used to consider the influence of a mathematics methods course and the student teaching experience. Self-report survey measures included teacher efficacy (TES), mathematics self-efficacy, a mathematics performance test, mathematics teaching efficacy (MTEBI) and mathematics epistemological beliefs (DSBQ). In a multiple regression analysis, teacher efficacy predicted mathematics teaching efficacy; mathematics self-efficacy and mathematics performance did not. Changes over time were examined through a repeated measures MANOVA. Mathematics epistemological beliefs did not change during the study. Teacher efficacy and mathematics teaching efficacy increased during the mathematics methods course. However during student teaching, mathematics teacher efficacy did not change and teacher efficacy decreased. Mathematics self-efficacy increased from the beginning to the end of the study. A repeated measures MANOVA revealed mathematics epistemological beliefs did not influence changes in mathematics self efficacy or mathematics teaching efficacy. This study qualitatively explored three novice teachers' mathematics epistemological beliefs, analyses of the contextual and task factors impacting mathematics teaching efficacy, and epistemological beliefs' influence on mathematics teaching efficacy. This research sought to clarify Tschannen-Moran, Woolfolk Hoy and Hoy's (1998) integrated model of teacher efficacy. Thematic coding and analyses of interview and classroom observation data were used to create teacher profiles. Dimensions of epistemological beliefs (Schommer, SEQ, 1990) served as a framework to analyze mathematics epistemological beliefs. For analysis of the teaching context, the teachers' school environment, student behavior (open full item for complete abstract)