Master of Arts, Wittenberg University, 2022, Education

The present study investigated the effects of a project based learning (PBL) unit on the academic achievement of sixth grade math students. A group of 61 students participated in the study during which they were asked to design a garden that could help supplement the local food pantry. All students were assessed on their ratio and proportion skills before the unit began and then again after the intervention, at the conclusion of the unit. The results showed that students' academic achievement was positively affected by the intervention. This study provides valuable information to the field of PBL as it pertains to the mathematics classroom. More research is still needed on PBL and its impact on federal accountability measures to increase the use of PBL as a teaching pedagogy.

Committee: Amy McGuffey (Advisor); Marlo Schipfer (Committee Member); Hillary Libnoch (Committee Member) Subjects: Education; Education Philosophy; Educational Psychology; Educational Theory; Middle School Education

Master of Arts (MA), Bowling Green State University, 2020, Cross-Cultural, International Education

This study examines the effect of perceived parental academic support and perceived parental educational aspirations on the academic achievement (mathematics, reading, & GPA) of White, African American, Hispanic, and Multi-racial adolescent students (7, 8, and 10th graders) in a public school district in Northwest Ohio, USA. As part of a larger four-year longitudinal research project known as the Adolescent Academic Context Study (AACS), this research conducted cross-sectional mixed-methods analysis. An embedded correlational mixed-methods design was used where qualitative data (n = 53) complements the primary quantitative data (N = 754) analysis. The qualitative component is embedded within a correlational design to explain the predictive relationships found in regression analysis. Unlike most studies in this research area that investigate parental involvement as a combination of paternal and maternal influence, this study explored mothers' and fathers' support and aspirations individual effect on adolescents' academic functioning. Furthermore, this study also examined whether race/ethnicity moderated those relationships. Quantitative analysis revealed that both paternal and maternal aspirations influence adolescent student's achievement; however, it appeared that father aspirations in particular demonstrated more consistent and stronger association with all three measures of achievement and was the only family variable that demonstrated significance for ethnic minoritized students. Mother aspirations was positively associated with math achievement for White youth but not for ethnic minoritized youth. Mother support was positively related to GPA for White students, demonstrating no significant relationship for ethnic minoritized participants. Moreover, mother support was weakly negatively associated with math and reading scores among ethnic minoritized youth. Finally, father support did not demonstrate any significant effect for the total sample; however, similar (open full item for complete abstract)

Committee: Margaret Booth PhD (Advisor); Christopher Frey PhD (Committee Member); Jean Gerard PhD (Committee Member) Subjects: Education; Educational Psychology; Secondary Education

Master of Arts, Wittenberg University, 2015, Education

Mathematics students in the United States appear to be underachieving when compared to other comparable countries as evident by global studies. Despite research that has linked student inadequacies to their lack of true understanding of mathematical concepts, many teachers continue to teach students through procedural, lecture-based methods. This mixed methods experimental study examined the impact of a student-centered learning environment on middle school students' as evident by their ability to problem solve and communicate thinking on various summative assessments in mathematics. Additionally, the students' perceptions of this type of learning was evaluated. It was found that the student-centered learning methods led to an increase in student understanding as evident through various assessment measures. Also, it was made clear that students enjoyed these problem-based tasks and appreciated the collaboration made available through this method of learning. This study affirmed that a student-centered environment is beneficial to student learning in mathematics and leads to an increase in students' ability to problem solve and communicate their thinking.

Committee: Regina Post Dr. (Advisor); Amy McGuffey Dr. (Committee Member); Kathryn Calabrese Dr. (Committee Member) Subjects: Education; Mathematics; Middle School Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Mathematics anxiety is a negative emotional response that results in stress and mathematics avoidance. The present study examined the predictive relationship of mathematics confidence and mathematics performance on mathematics anxiety in middle school students. Mathematics confidence and mathematics anxiety were assessed in (n = 60) 7th and 8th grade students in a suburban middle school. Mathematics performance was measured via the student's most recent mathematics benchmarking data point and their most recent mathematics quarter grade percentage. Results indicated that significant relationships exist between mathematics confidence, mathematics letter grade percentage, and mathematics anxiety, but no significant relationship exists between mathematics CBM benchmark score and mathematics anxiety. Furthermore, mathematics grade percentage explained for the most variance in mathematics anxiety. Implications for educators regarding mathematics anxiety in the schools are discussed.

Committee: Elana Bernstein (Committee Chair); Lindsay Gold (Committee Member); Susan Davies (Committee Member) Subjects: Education; Mathematics; Mathematics Education; Middle School Education

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) have on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success.

Committee: Karen Larwin PhD (Advisor); Kathleen Cripe PhD (Committee Member); Patrick Spearman PhD (Committee Member); Timothy Wagner PhD (Committee Member) Subjects: Education; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Teacher Education; Teaching

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction

This research examined how three middle school mathematics teachers who were supported by their district to use the Teaching Through Problem Solving approach interpreted and implemented the Standards for Mathematical practices (SMPs) developed by the Common Core State Standards (2010) and the Mathematics Teaching Practices (MTPs) developed by the National Council of Teachers of Mathematics (2014). Data sources included a pre and post-interview with each participant, one lesson plan from each participant, and one lesson observation for that lesson plan. Data analysis involved descriptive and interpretive components of qualitative methods to understand teachers' interpretation and implementation of SMPs and MTPs. Four themes emerged from this analysis: (1) Supporting teachers to use Teaching Through Problem Solving may help them in their implementation of the SMPs more than in their interpretations, (2) Teachers who use Teaching Through Problem Solving may understand and fully implement the MTPs, (3) Teachers who are supported to use Teaching Through Problem Solving may use Teaching For Problem Solving, and (4) Using Teaching For Problem Solving may result in partial implementation of the SMPs and MTPs.

Committee: Debra Johanning (Committee Chair); Leigh Chiarelott (Committee Member); Dale Snauwaert (Committee Member); Mark Templin (Committee Member) Subjects: Curricula; Education; Mathematics Education; Teacher Education; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this phenomenological research study was to use Self-Determination Theory as a framework to analyze middle school mathematics teachers' motivation to attain effective professional development concerning Ohio's Learning Standards as well as other instructional aspects that affect the classroom. Teachers are exceptionally busy meeting the daily demands that exist in the realm of education. They often take it upon themselves to further their education by pursuing graduate degrees and participating in required professional development involving all aspects of education. Furthermore, the Ohio school systems have adopted the Common Core Standards as well as the American Institute for Research's Ohio Computer-Based Assessments which has compelled mathematics teachers to not only change the order in which they instruct the mathematics standards, but how they instruct. This study will utilize the Self-Determination Theory (Ryan & Deci, 2000) as a framework to research the motivation behind teachers' will to pursue professional development to satisfy internal needs of self-improvement involving instructional methods in order to ensure success in the classroom involving both instruction and assessment. The results of the findings of the study indicated the three basic psychological needs of autonomy, competency and relatedness must be met to foster intrinsic motivation. Those teachers that were intrinsically motivated were more likely to engage in effective professional development and often exceed expectations conveyed by their school districts. Effective professional development incorporates a learning environment that acknowledges the research regarding adult learning contexts, including aspects of situated learning.

Committee: Scott Courtney (Committee Chair); Karl Kosko (Committee Member); Pena Bedesem (Committee Member); Bradley Morris (Committee Member) Subjects: Education

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The study expands and confronts some of the literature that lacks specifics to instructional decisions made by middle school mathematics teachers, particularly with regards to their disposition, the operationalization of their MKT, and the connection to the institutional obligations affecting their practical rationality. This study provides insight into three facets impacting middle school mathematics teachers' instructional decision making with regards to CCSS-MP1 and CCSS-MP3. First with regards to teacher disposition, a facilitative role using a problem solving approach is preferred. Secondly, curricular choices are made directly tied to the teachers' MKT. Finally, although the teachers recognized that they had certain obligations to the institution, they also held the belief that the institution was obligated to them as well. The two main obligations required from the institution were the need for professional development provided by the district and appropriate resources that promote problem solving and communication. These results suggest the need for professional development for in-service and preservice teachers in the facilitative approach to mathematics instructions, more time for teachers to work collaboratively in professional learning communities (PLCs), professional development for district administrators, board members and parents with regards to a more rigorous and investigative approach to mathematics instruction.

Committee: Karl Kosko (Committee Co-Chair); Joanne Caniglia (Committee Co-Chair); Jay Jahangiri (Committee Member) Subjects: Mathematics Education; Middle School Education; Teacher Education; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this qualitative practitioner research study was to describe middle school algebra students' experiences of learning linear functions through kinesthetic movement. Participants were comprised of 8th grade algebra students. Practitioner research was used because I wanted to improve my teaching so students will have more success in learning mathematics. Since this research focused on the mental constructions made by students as they attempted to make sense of mathematics kinesthetically, it is grounded in the philosophical tenants of constructivism (Piaget & Vygotsky), math representation theory, and kinesthetic movement. This study utilized multiple data sources which included pre-and post-teacher-made assessments with state standardized problems, audio and video transcriptions of class, small group activities, individual discussions, learning style inventory, and attitude survey on kinesthetic learning. Data was collected and analyzed through triangulation. The results of this study have important curricular implications for math educators to understand how students can learn through kinesthetic movements. Educators can support their students learning by incorporating movement into their classrooms. Recommendations for future research based on unanticipated findings are suggested.

Committee: Caniglia Joanne Dr. (Advisor); Turner Steven Dr. (Committee Member); Martens Marianne Dr. (Committee Member); Gershon Walter Dr. (Committee Member) Subjects: Education; Mathematics Education; Middle School Education

Doctor of Philosophy (PhD), Ohio University, 2017, Curriculum and Instruction Mathematics Education (Education)

This multiple case study examines the development of teacher curriculum strategies in the selection of tasks for middle school mathematics. Two pairs of rural mathematics teachers—an experienced Grade 7 teacher and her intern, and a pair of second year Grade 8 teachers—provided text logs for the full school year leading up to their state's first assessment based on the Common Core State Standards (2012), indicating tasks assigned in class and their sources. Tasks were coded for cognitive difficulty, mathematics standard addressed, and time allowed. Each teacher was interviewed five times, for a total of 13 hours of recording, to explore their strategies for selecting assignments. Transcripts of the interviews were analyzed using Burke's (1954; 1966; 1969a) rhetorical methods to disengage pragmatic “attitudes-as-strategies.” The two case studies trace the development of curriculum strategies, as well as showing how very different strategies for using a new textbook can lead to nearly identical rates of use. Both the experienced teacher and the three novices provide examples of “curriculum irony”: situations in which attitudes about what is best to do are overridden by other attitudes related to the context of the classroom. It may be the case that curriculum irony provides some impetus for the evolution of curriculum strategies.

Committee: Bob Klein (Advisor); Roger Aden (Other); Gregory Foley (Committee Member); John Henning (Committee Member) Subjects: Curricula; Education; Mathematics Education; Middle School Education; Rhetoric; Sociolinguistics; Teacher Education; Teaching

PHD, Kent State University, 2016, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this research study was to examine co-teachers' experiences of noticing their practice and to describe how intentional noticing and reflection influenced each teacher. When examining a teacher's experience of noticing this would pertain to how they perceived co-teaching, what they noticed, and how noticing and reflecting influenced their practice. The participants in this study included two seventh grade teachers—one content (mathematics) specialist and one intervention specialist co-teaching in an inclusive mathematics classroom. The middle school building where this case study occurred was situated in an economically disadvantaged school district with low achievement in their middle school (6th–8th grade) mathematics state assessment scores. This study took place for a total of six weeks. The qualitative data sources used for this study included: six video recordings of classroom lessons, three audio-recorded interview sessions, individual teacher pre- and post-survey data on mathematics teaching beliefs, individual teacher pre- and post-survey data on teacher beliefs toward collaboration, final individual teacher surveys, and individual teacher goal setting sheets, three noticing journals per teacher, and three noticing video logs per teacher. Although each participating teacher's experience was unique, even between shared co-teaching experiences, data analyses examined common threads among these experiences in hopes of identifying themes and categories that would help address the research questions. A case study was conducted to answer the research questions. Results of this study indicate reflection by noticing through video can play a role in analyzing and improving collaboration and co-teaching with future research.

Committee: Joanne Caniglia Dr. (Committee Co-Chair); Scott Courtney Dr. (Committee Co-Chair) Subjects: Middle School Education

Honors Theses, Ohio Dominican University, 2016, Honors Theses

Academic mindset, the importance of how students think about their intelligence, can affect their achievement in mathematics. Over many years, researchers have tried to understand a perceived gender gap in math achievement in favor of boys, but research has been inconsistent. Whether or not a gender gap exists in math achievement, sex differences remain in the STEM professions. Understanding the biological, psychological, and social factors that influence math achievement and beliefs about intelligence might help to shed light on the issues. The current study assesses middle school students' implicit theories of intelligence (i.e., mindsets), achievement goals, study behavior, and math anxiety in order to understand math achievement. Results show that regardless of sex, students' math achievement is equivalent. However, girls are more likely to have higher math anxiety than boys, while boys report greater enjoyment in math than do girls.

Committee: John Marazita Ph.D (Advisor); Anne Crimmings Ph.D (Other); JoAnn Hohenbrink O.P., Ph.D (Other) Subjects: Psychology

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.

Committee: Charles Clemens (Advisor); Azita Manouchehri (Committee Member) Subjects: Mathematics; Mathematics Education

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

The aim of this study was to gain an enhanced understanding of middle-grade teachers' beliefs about adolescents and teaching mathematics. The participants were three veteran middle-grade teachers in different school districts who were purposively selected by the researcher. Data collection methods included semi-structured interviews, observations of local contexts, and written responses from the participants. In the data analysis phase, an interpretive approach was used. From the data analysis, four themes emerged: 1) Teachers' expressed beliefs about adolescents' mathematical learning are not necessarily borne out in their pedagogical practice; 2) Confronting their own folk beliefs about adolescents' mathematical learning allows teachers to consider alternatives to those beliefs, and can influence their teaching practice. In the absence of this confrontation or without impetus for change, teachers will be more likely to abandon thoughts of changing their pedagogical practice; 3) Teachers have firmly embedded traditional beliefs about mathematics instruction, although they may co-exist with student-centered views; and 4) Teachers recognize adolescents' individual differences and needs but do not necessarily act upon those differences and needs in their instruction. The findings from this study have implications for middle-grade teacher education and teacher beliefs literature. The study suggests the need for further research on teacher beliefs about adolescents influencing teaching practice.

Committee: Anita Woolfolk Hoy PhD (Advisor); Lucia Flevares PhD (Advisor); Patricia Brosnan PhD (Committee Member); Rebecca Kantor-Martin PhD (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy, The Ohio State University, 2004, Teaching and Learning

This was a qualitative study to learn the attitudes and beliefs of parents of middle school children about calculator use in school mathematics. A survey found that the parents were mostly neutral about the use of calculators in school mathematics, although there were some who very positive and others who were quite negative. The survey was followed by focus group interviews to learn why they held these attitudes and beliefs. Focus group interviews revealed that among other concerns most parents thought children would not learn operational mathematics if they were using a calculator or that it would become a crutch and they thought there is benefit from doing mathematics by hand. Many of the parents saw advantages to using a calculator, such as calculator use can be quicker and more efficient and that children would learn real life experiences using a calculator in their mathematics classes. An intervention was conducted, including a newsletter and a mathematics lesson. The newsletter informed the parents about the project and included information about research on the use of calculators as a pedagogical tool in mathematics. The lesson showed parents one way the calculator could be used as a learning and teaching tool by leading them through a discovery lesson. The parents used the calculator to learn or relearn how to multiply fractions by looking for patterns using a calculator. The intervention was followed by individual interviews with the parents to learn their attitudes and beliefs and to learn if they became more positive about calculators in school mathematics. Most of the parents in this study were more positive about calculator use in school mathematics after the intervention. They had several reasons for becoming more positive, but most of the reasons could be categorized as the parents not realizing the calculator could be used as a discovery tool and not only for computation. Most parents became positive after experiencing the calculator as a pedagogica (open full item for complete abstract)

Committee: Douglas Owens (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2012, Curriculum and Instruction Mathematics Education (Education)

Teachers in Saudi Arabia are attempting to advance their teaching in mathematics to address specific reforms by the Ministry of Education. Saudi teachers must improve their students' thinking through engagement in problem solving. This qualitative study investigated how teachers use knowledge of student mathematical learning and how they promote students' experiences of various mathematical processes. The research investigated the process standards of the National Council of Teachers of Mathematics (2000) that teachers should encourage students to experience during instruction. The study gathered data from 12 teachers at female-only middle schools in a city in eastern Saudi Arabia. The investigation used, in sequence, three methods: classroom observations, initial interviews, and scenario-based interviews. The observations used Instructional Quality Assessment rubrics (Boston & Wolf, 2006) and field notes. The initial interviews linked to the observations and asked teachers about their instructional philosophy and how they supported student learning processes. Delving deeper, the scenario-based interviews helped the researcher to understand how the teachers might respond to novel mathematics teaching situations. Most of the findings related to the process of problem solving. The participants overtly guided students while solving problems. Teachers perceive that discovery problem solving can be achieved through gradual hints and reminders to the students. Saudi teachers appear to understand the power of various features of problem solving such as discovery, high-level tasks, and encouraging multiple solutions. Further, the study revealed that teachers encourage students' verbal and written expression. The participants believed that their students can be taught about mathematical connections in a declarative way. The observed and indicated problem-solving approaches lack many of the necessary features cited in the literature on promoting students' mathematical process (open full item for complete abstract)

Committee: Gregory Foley D. (Committee Chair); Tim McKeny (Committee Member); George Johanson (Committee Member); John Henning (Committee Member) Subjects: Teacher Education

Doctor of Philosophy (PhD), Ohio University, 2010, Curriculum and Instruction Mathematics Education (Education)

This dissertation describes findings of a qualitative study using a grounded theory methodology to explore teacher perceptions and implementation of the Ohio Academic Content Standards for Mathematics. Teachers who have knowledge of the Standards and have participated in professional development that builds on that knowledge do not always teach in a way that is indicative of standards-based instruction. This study examines the disconnect between teachers' espoused beliefs about standards-based instruction and what students eventually experience in their classroom. Classroom practice of twelve teachers was explored through interviews, observations, and surveys of lesson plans and assessments. Not all teachers in this study had a thorough understanding of the Standards. For many, standards-based instruction meant teaching the Standards. The Standards involved mathematics content with little or no attention paid to the mathematical process standards. For many, Standards were a checklist of unitized grade-level indicators teachers were responsible for teaching, and the teachers' effectiveness in teaching this checklist could be evaluated based on students' test scores on standardized tests. Teachers' perception of their role and responsibilities could be categorized into three distinct groups- performance, compliance, and resistance- with each group having a differing perception made up of a compilation of ideas about the Standards, testing, teacher beliefs, and practice. Regardless of teacher perception, teachers' decisions about classroom practice were purposeful. Teachers taught in a way they believed to be most likely to bring about desired results. Levels of teacher efficacy were associated with their success at achieving those desired results. Foundationally, teachers believed that their responsibility to students was based upon what was fundamental to their job. Some teachers approached teaching mathematics from a school mathematics perspective in which school ma (open full item for complete abstract)

Committee: George Johanson A (Committee Chair); Thomas Davis (Committee Member); Dianne Gut (Committee Member); Craig Howley (Committee Member) Subjects: Mathematics Education

Master of Arts in Education, Defiance College, 2006, Education

Twenty-four eighth grade students enrolled in a Midwest school participated in the study. The purpose of the study was to examine the benefits of incorporating a cooperative learning strategy, Student Teams-Achievement Divisions (STAD), in a middle school mathematics classroom. The instruments used to collect data included teacher interviews, student surveys, course grades, and scores from the state-level achievement test. The data was analyzed to determine the benefits of implementing STAD in the middle school mathematics classroom.

Committee: Jo Ann Burkhardt (Advisor); Suzanne McFarland (Committee Member) Subjects: Mathematics Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2010, College of Education and Human Services

United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated (open full item for complete abstract)

Committee: Joanne Goodell PhD (Committee Chair); Joshua Bagaka's PhD (Committee Member); Brian Harper PhD (Committee Member); Carol Phillips-Bey PhD (Committee Member); Russell Brown PhD (Committee Member) Subjects: Education; Mathematics Education; Teaching