Current Search: Mathematics  Study and teaching (x)
Search results
 Title
 How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions.
 Creator

Dayi, Guner, Jakubowski, Elizabeth M., Berry, Frances Stokes, Rice, Diana Claries, Davis F., Angela, Florida State University, College of Education, School of Teacher Education
 Abstract/Description

The current study examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a case study approach was utilized. Vinner (1983), and Vinner and Dreyfus' (1989) concept definition and concept image framework was used to analyze the students' function definition. O'Callaghan's (1994) component of translating was used to analyze the students' comparison of different function representations, and his...
Show moreThe current study examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a case study approach was utilized. Vinner (1983), and Vinner and Dreyfus' (1989) concept definition and concept image framework was used to analyze the students' function definition. O'Callaghan's (1994) component of translating was used to analyze the students' comparison of different function representations, and his component of modeling and interpreting was used to analyze the students' use of functions to model relationships between quantities. The following results were derived from the analyses. Having more correct concept images of functions through GeoGebra could also bring about a more correct definition. The dependency upon the concept definition to verify if a given example was a function could not contribute to the concept image. In order to gain correct concept images more integration of technology into algebra instructions was crucial to explore and interact with more function models. GeoGebra was an ideal environment to perform a transition among the representations. All three cases were able to understand how the given realworld problems transformed to GeoGebra simulator and the reverse procedure. The role of instructor was very important to guide and facilitate the learning. The results indicated that verification and exploration of more functions on GeoGebra contributed to a better conceptual understanding of a function definition. The advantages of GeoGebra were obvious for the translating component. The realworld problem scenario could be better modeled and interpreted via a simulator on GeoGebra and the need for algebraic symbolic manipulations could disappear.
Show less  Date Issued
 2015
 Identifier
 FSU_2015fall_Dayi_fsu_0071E_12946
 Format
 Thesis
 Title
 A study of interactions between "StructureofIntellect" factors and two methods of presenting concepts of modulus seven arithemetic.
 Creator

Behr, Merlyn J., Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"In general terms, the purposes of this study were two in number: (1) to suggest whether unique mental factors as identified by methods of factor analysis are correlated with success in usual school learning situations and (2) to suggest whether it is possible to design instructional materials in a way which would suit the learner's mental ability profile"Introduction.
 Date Issued
 1967
 Identifier
 FSU_ahp9230
 Format
 Thesis
 Title
 Development, Validation, and Use of an Assessment of Learning Outcomes in Introductory Linear Algebra Classes.
 Creator

Haider, Muhammad Qadeer, Larson, Christine (Christine J.), Ökten, Giray, Whitacre, Ian Michael, Almond, Russell G., Florida State University, College of Education, School of...
Show moreHaider, Muhammad Qadeer, Larson, Christine (Christine J.), Ökten, Giray, Whitacre, Ian Michael, Almond, Russell G., Florida State University, College of Education, School of Teacher Education
Show less  Abstract/Description

Inquiryoriented teaching is a specific form of active learning gaining popularity in teaching communities. The goal of inquiryoriented classes is to help students in gaining a conceptual understanding of the material. My research focus is to gauge students’ performance and conceptual understanding in inquiryoriented linear algebra classes. This work is part of a broader NSF funded project; Teaching InquiryOriented Mathematics: Establishing Support (TIMES) (Grant # 1431393), and TIMES...
Show moreInquiryoriented teaching is a specific form of active learning gaining popularity in teaching communities. The goal of inquiryoriented classes is to help students in gaining a conceptual understanding of the material. My research focus is to gauge students’ performance and conceptual understanding in inquiryoriented linear algebra classes. This work is part of a broader NSF funded project; Teaching InquiryOriented Mathematics: Establishing Support (TIMES) (Grant # 1431393), and TIMES project was designed to support instructors to shift towards inquiryoriented instruction/teaching. Being part of the TIMES team, a broader goal of my dissertation is pragmatic to the project that is to measure the effectiveness of inquiryoriented teaching on students learning of linear algebra concepts. Through my research, my contribution to math education field is the development of a valid and reliable assessment instrument for instructors teaching linear algebra concepts in their classes. My dissertation is a mixed method research and follows a threepaper format, and in these papers I discuss (1) the development and validation of a reliable linear algebra assessment tool, (2) comparison of performance of students in inquiryoriented classes with the students in noninquiryoriented classes by using the tool developed in the first paper, and (3) development of researchbased choices and distractors to convert the current openended assessment into a multiplechoice test by looking into students’ ways of reasoning and problemsolving approaches. The first paper is a quantitative study in which I establish the validity of the linear algebra assessment, and I also measure the reliability of the assessment. In the second paper, I use the linear algebra assessment to measure students’ conceptual and procedural understanding of linear algebra concepts and to compare the performance of students in inquiryoriented classes with the students in noninquiryoriented classes. In the final paper, I focus on the analysis of patterns in student responses, particularly to openended response items, to inform the multiplechoices and distractors for the openended questions on the linear algebra assessment. This analysis will help me to convert the existing linear algebra assessment into a multiplechoice format research tool that linear algebra researchers can use for various comparisons to gauge the effectiveness of interventions. Additionally, the multiplechoice format of the assessment will be easy to administer and grade, so instructors can also use the assessment to measure their students’ conceptual and procedural understanding of linear algebra concepts.
Show less  Date Issued
 2018
 Identifier
 2019_Spring_Haider_fsu_0071E_14971
 Format
 Thesis
 Title
 Connecting Disciplinary and Pedagogical Spaces in Statistics: Perspectives from Graduate Teaching Assistants.
 Creator

Findley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School...
Show moreFindley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School of Teacher Education
Show less  Abstract/Description

As a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and...
Show moreAs a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and instructors’ views about the discipline they teach inform their instructional approaches. This work specifically focuses on the disciplinary views of graduate teaching assistants (GTAs), who continue to serve a critical role in undergraduate instruction. Using multiple case study design, I document the views, experiences, and teaching practices of four statistics GTAs over the course of a full year—from their induction into the department in the fall, until their first soloteaching opportunity the following summer. From the literature, I organized important disciplinary themes in statistics, including disciplinary purpose, epistemology, and disciplinary engagement. Targeting issues and questions stemming from these areas, I documented the various perspectives, models, and tensions that characterized the disciplinary views of the participants. I also documented the relevant experiences and influences that motivated these views. Additionally, I explored the GTAs’ pedagogical views and vision for teaching introductory statistics while looking for possible connections (and glaring disconnects) between these views and their disciplinary views. Finally, I observed their instruction and considered the participants’ teaching reflections as I looked for alignment between their expressed views and actual instructional decisions. From the data, I found that several of the GTAs expressed sophisticated views and expert notions about the discipline. There was a clear disconnect, however, between their perceptions of disciplinary work and the work of students in an introductory statistics course. Despite recognition that statistical questions typically do not have right answers, that statistical methods are often quite flexible and contextuallydriven, or that many disciplinary elements developed through community negotiation rather than discovery, the GTAs struggled to bridge these considerations to the tasks being posed and the practices being emphasized in introductory courses. The participants also expressed a basic desire to engage students in practice problems and activities, yet their instructional visions were not specific and wellgrounded in rich classroom experiences that modeled studentcentered pedagogy. As a result, all four GTAs converged on a singular vision for introductory statistics. This vision involved focusing on “the basics,” acquainting students with a wide array of procedures, honing students’ computational abilities, and emphasizing statistical problemsolving as a pursuit for right answers. This dissertation study provides insights into disciplinary tensions that may be of value in developing an instrument for assessing the disciplinary views of instructors and students alike. GTAs without welldeveloped views may need opportunity to engage in rich, openended tasks that serve to develop their disciplinary perspectives. Additionally, this work reveals how GTAs may struggle to bridge their perceptions of advanced disciplinary work to the work of their own students. Acquaintance and experience engaging in tasks that promote informal inferential reasoning or exploratory data analysis, coupled with connections to situated and constructivist learning theories, may enrich GTAs’ instructional visions as they see how disciplinary and instructional spaces may interact and inform one another.
Show less  Date Issued
 2019
 Identifier
 2019_Spring_Findley_fsu_0071E_15023
 Format
 Thesis
 Title
 Effects of a Mathematics Vocabulary Tutoring Intervention.
 Creator

Hollingsworth, Leah Nicole, Jakubowski, Elizabeth M., Schwartz, Robert A., Whalon, Kelly J., Root, Jenny Rose, Florida State University, College of Education, School of Teacher...
Show moreHollingsworth, Leah Nicole, Jakubowski, Elizabeth M., Schwartz, Robert A., Whalon, Kelly J., Root, Jenny Rose, Florida State University, College of Education, School of Teacher Education
Show less  Abstract/Description

The purpose of this study was to examine the effects of a vocabulary tutoring intervention with defining key vocabulary terms and algebraic problemsolving skills of students who struggle with mathematics. Literature shows that there is a need to further explore how students with mathematical learning difficulties learn mathematics vocabulary at the postsecondary level. The participants for this study included five collegeaged students, 18 years or older, who selfidentified as struggling...
Show moreThe purpose of this study was to examine the effects of a vocabulary tutoring intervention with defining key vocabulary terms and algebraic problemsolving skills of students who struggle with mathematics. Literature shows that there is a need to further explore how students with mathematical learning difficulties learn mathematics vocabulary at the postsecondary level. The participants for this study included five collegeaged students, 18 years or older, who selfidentified as struggling with mathematics. Each participant completed two vocabulary tutoring sessions each week and complete layeredlook books during each session. The layeredlook books included the vocabulary word, definition, an example, and nonexample. The dependent variable was the percentage of correct answers on a sixquestion test. Each test will contain three vocabulary short answer questions and three multiplechoice algebraic exercises. The researcher used a multiple probe across behaviors, replicated across participants design to determine what effect mathematics vocabulary tutoring has on a student’s ability to define vocabulary terms and what effect mathematics vocabulary tutoring has on a student’s algebraic problem solving. The study included three phases: baseline, vocabulary tutoring (intervention), and maintenance. The researcher followed a modeling and guided practice teaching strategy to tutor the student. Based on the results of this study, it was concluded that the vocabulary tutoring intervention did help students learn the vocabulary. Three of the five participants showed a functional relationship between the vocabulary intervention and defining key vocabulary words. However, the vocabulary tutoring intervention did not help participants with the algebraic problemsolving examples. None of the five participants had three demonstrations of effect.
Show less  Date Issued
 2019
 Identifier
 2019_Spring_Hollingsworth_fsu_0071E_14995
 Format
 Thesis
 Title
 Further analysis of test data: Basic mathematics for general education.
 Creator

Blake, John W., Florida State University
 Abstract/Description

A mass of raw data is available in the form of test scores of students who have completed "Basic mathematics for general education". These data have been only partially analyzed. This paper records some efforts to decide what statistical techniques might help one to see more in this mass of data to understand more fully the implications of these data. A better understanding of these data is of vital interest to the teaching staff of "Basic mathematics" in their efforts to improve the course.
 Date Issued
 1950
 Identifier
 FSU_historic_akz5817
 Format
 Thesis
 Title
 A comparison of verbal and nonverbal instruction in elementary school mathematics.
 Creator

Hollingsworth, Caroline Dean, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

This study assessed the relative effectiveness of verbal and nonverbal teaching methods in facilitating the learning of mathematics. The two treatments differed only in that nonverbal instruction did not permit oral communication or use of written words. Chalkboard instruction was characterized by complete silence in nonverbal classes. In verbal classes, new terminology was introduced by writing the terms on the board and using them thorughout the lesson. Four fourthgrade classes consisting...
Show moreThis study assessed the relative effectiveness of verbal and nonverbal teaching methods in facilitating the learning of mathematics. The two treatments differed only in that nonverbal instruction did not permit oral communication or use of written words. Chalkboard instruction was characterized by complete silence in nonverbal classes. In verbal classes, new terminology was introduced by writing the terms on the board and using them thorughout the lesson. Four fourthgrade classes consisting of 88 students in one school were randomly assigned to treatment groups so that two were taught nonverbally, and two by the conventional verbal method. Two teachers were assigned one class of each type. Treatment and teacher factors were crossed in a pretestposttest control group design. The demonstrated comparability of the two teaching methods not only points to nonverbal instruction as an alternate mode, but also seriously questions the effectiveness of conventional teacher talk in enhancing learning. Teachers with a creative bent should be encouraged to experiment with nonverbal instruction and design activities for all levels of development. The technique could be used effectively to break the routine of conventional instruction. The importance of nonverbal components should be stressed in methods courses for pre and inservice teachers. Techniques of nonverbal instruction should be practiced in student teaching practices.
Show less  Date Issued
 1973
 Identifier
 FSU_afa8702
 Format
 Thesis
 Title
 How can the mathematics teacher interpret "meaning"?.
 Creator

Perfect, Mary, Trimble, H. C., Florida State University
 Abstract/Description

"The fundamental aim of mathematics instruction is the teaching of problem solving. For the majority of people this means mathematics is a language with which they can express quantitative relationships. The meanings in this language must be understood; the language must be practiced and applied to life situations if mathematics is to serve its purpose in the school curriculum. To teach mathematics in this manner is a tremendous job. It requires a teacher not only with patience, understanding...
Show more"The fundamental aim of mathematics instruction is the teaching of problem solving. For the majority of people this means mathematics is a language with which they can express quantitative relationships. The meanings in this language must be understood; the language must be practiced and applied to life situations if mathematics is to serve its purpose in the school curriculum. To teach mathematics in this manner is a tremendous job. It requires a teacher not only with patience, understanding of the students, and an excellent mathematics background but also with a broader general background. He will need to be able to find varied functional relationships of mathematics to life and must have the skill to help the students understand these relationships, too. In summary, good mathematics instruction includes the proper proportions and the proper interweaving of meanings, drill, and applications at the appropriate level of the student"Introduction.
Show less  Date Issued
 1949
 Identifier
 FSU_historic_akp4902
 Format
 Thesis
 Title
 The effect of the knowledge of logic in proving mathematical theorems in the context of mathematical induction.
 Creator

Walter, Robert Lee, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"Let P(n) be a statement for every positive integer n. We denote the set of all positive integers by N and consider G = {n [is an element of] N [such that] P(n) is true}. The principle of mathematical induction can now be stated as follows: If [(i) 1 [is an element of] G and, (ii) for all k [is an element of] N if k [is an element of] G, then k + 1 [is an element of] G], then G = N. Now symbolize this statement as follows: P: 1 [is an element of] G. R: k [is an element of] G. S: k + 1 [is an...
Show more"Let P(n) be a statement for every positive integer n. We denote the set of all positive integers by N and consider G = {n [is an element of] N [such that] P(n) is true}. The principle of mathematical induction can now be stated as follows: If [(i) 1 [is an element of] G and, (ii) for all k [is an element of] N if k [is an element of] G, then k + 1 [is an element of] G], then G = N. Now symbolize this statement as follows: P: 1 [is an element of] G. R: k [is an element of] G. S: k + 1 [is an element of] G. Q: G = N. Therefore the statement of the principle of mathematical induction can be seen in the following form. If [P and, [for all] k [is an element of] N (if R, then S)], then Q. One strategy for teaching this principle is to explain that in order to apply the principle of mathematical induction and assert Q, one must appeal to the logical rule of modus ponens (the law of detachment). That is, we must affirm the antecedent [P and, [for all] k [is an element of] N (if R, then S)], and then we can assert Q. Therefore the research hypothesis for this study was that if people have the prerequisite knowledge of logic, and that if they are taught the principle of mathematical induction in terms of logic, then they will perform better on a criterion test over the principle of mathematical induction than people who are not taught in terms of logic"Introduction.
Show less  Date Issued
 1972
 Identifier
 FSU_agg0249
 Format
 Thesis
 Title
 An investigation of the effect of instruction in the structure of problemsolving strategies on students' performance.
 Creator

Ghunaym, Ghunaym, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"The purpose of this study was to investigate the conjecture that instruction in the strategies of Pattern Discovery, Trial and Error, Working Backward, Contradiction, Substitution, and Use of Diagrams would result in the development of problemsolving ability and that students under this instruction are likely to exhibit better achievement than students who do not receive explicit instruction in problemsolving strategies"Introduction.
 Date Issued
 1985
 Identifier
 FSU_acr1501
 Format
 Thesis
 Title
 A study of the prediction of achievement in some topics in college freshman mathematics from measures of "structureofintellect" factors.
 Creator

Altman, Betty J., Nichols, Eugene Douglas, Florida State University
 Abstract/Description

For several reasons, Guilford's psychological theory, "The StructureofIntellect" (SI), seems a good candidate for relating to the learning of mathematics. The general purposes of this study were to identify SI factors which would be significantly related to achievement in a juniorcollege mathematics course for nonscience, nonmathematics majors and to determine whether semantic factors would be better predictors than symbolic for students classified as having high verbal ability. The two...
Show moreFor several reasons, Guilford's psychological theory, "The StructureofIntellect" (SI), seems a good candidate for relating to the learning of mathematics. The general purposes of this study were to identify SI factors which would be significantly related to achievement in a juniorcollege mathematics course for nonscience, nonmathematics majors and to determine whether semantic factors would be better predictors than symbolic for students classified as having high verbal ability. The two topics in the mathematics course which were selected for study were (1) numeration in other bases and (2) finite systems.
Show less  Date Issued
 1975
 Identifier
 FSU_abd5132
 Format
 Thesis
 Title
 An experiment to compare the effectiveness of instruction versus discovery in generalizing the strategy of a simple game.
 Creator

Page, Robert Leroy, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"The purpose of the study was to determine whether there is a difference in the ability of two equally capable groups of subjects to generalize the winning strategy of a simple game when one group learns the perfect strategy for one form of the game by the discovery method and the other group learns it by reading an explanation of the strategy"Introduction.
 Date Issued
 1970
 Identifier
 FSU_ahk1593
 Format
 Thesis
 Title
 Using Number Talks with Supports to Increase the Early Number Sense Skills of Preschool Students with Autism Spectrum Disorder.
 Creator

Henning, Bonnie Lynne, Whalon, Kelly J., Ke, Fengfeng, Hanline, Mary Frances, Whitacre, Ian Michael, Florida State University, College of Education, School of Teacher Education
 Abstract/Description

This multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following participation in Number Talks with supports, young children with ASD learned the ENS skills of subitizing, onetoone correspondence, number conservation, and magnitude discrimination. This study included a baseline condition, a Number Talks alone condition, and a Number...
Show moreThis multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following participation in Number Talks with supports, young children with ASD learned the ENS skills of subitizing, onetoone correspondence, number conservation, and magnitude discrimination. This study included a baseline condition, a Number Talks alone condition, and a Number Talks with supports condition in order to evaluate how much support young learners with ASD required to learn ENS skills during Number Talks. The Number Talks with support condition combined the socially constructivism learning techniques in Number Talks alone with the direct instruction practices of visual supports, a least to most prompting hierarchy, and explicit modeling. A functional relationship was found between Number Talks with supports and increased ENS skills of all three participants with ASD. The ENS skills were also maintained at near mastery criteria levels by all three participants with ASD. A peer comparison as well as peer pre and posttest data showed that peers also increased their ENS skills from baseline to the end of intervention. This study successfully combined the socially constructed learning technique of Number Talks with direct instruction support, and increased the ENS skills of young children with ASD and peers alike. Implications for practice and future research are discussed.
Show less  Date Issued
 2018
 Identifier
 2018_Su_Henning_fsu_0071E_14690
 Format
 Thesis
 Title
 An Investigation into College Mathematics in a Florida State College Preand PostOptional Developmental Education Legislation.
 Creator

Danuff, Allan G., Park, Toby J., Jakubowski, Elizabeth M., Hu, Shouping, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational...
Show moreDanuff, Allan G., Park, Toby J., Jakubowski, Elizabeth M., Hu, Shouping, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Show less  Abstract/Description

The Florida Legislature passed a bill that changed the placement methods for some incoming students to the Florida State College System in 2013. This analysis of state policy looks at Senate Bill 1720 as the treatment in an interrupted timeseries trend study at one state college in Florida. This research attempts to answer three questions: (1) What is the enrollment trend over the last 10 years in firstlevel math courses, such as Intermediate Algebra (MAT1033), Liberal Arts Math (MGF1106),...
Show moreThe Florida Legislature passed a bill that changed the placement methods for some incoming students to the Florida State College System in 2013. This analysis of state policy looks at Senate Bill 1720 as the treatment in an interrupted timeseries trend study at one state college in Florida. This research attempts to answer three questions: (1) What is the enrollment trend over the last 10 years in firstlevel math courses, such as Intermediate Algebra (MAT1033), Liberal Arts Math (MGF1106), and Elementary Statistics (STA2023) for first time in college (FTIC) students? (2) What is the trend of course passing rates in the above listed gateway math courses before and after the developmental education requirements changed? (3) What are the trends in student success rates before and after the changes to developmental education requirements in these courses for various demographics, such as race, age, and gender, for FTIC students in these math courses? This study looked at one college’s gateway math sequence in terms of enrollment and student success. The observed benefits to this institution were the gains in FTIC student enrollment in the gateway math courses. There were observed decreases in FTIC passing rates in the three gateway math courses, yet the total share of FTIC students taking and passing gateway math courses increased. This study should be shared with the Mathematics Department with the hope that it will continue to track student success in its courses and investigate other research in the area of gateway math instruction for younger postsecondary students as their enrollment continues to follow a decrease in the average student’s age.
Show less  Date Issued
 2019
 Identifier
 2019_Spring_Danuff_fsu_0071E_15030
 Format
 Thesis
 Title
 Using history in the teaching of mathematics.
 Creator

Awosanya, Ayokunle, Jakubowski, Elizabeth, Wills, Herbert, Florida State University
 Abstract/Description

The results reported here are the product of the research titled: Using history in the teaching of mathematics. The subjects are students in two classes of algebra II course at Florida State University High School 36 students makes and females whose ages are mostly 18 and a few 17 and 16 years old. Algebra II is a course that is usually taken by high school seniors in 12th grade and a few 11th or 10th grade students which explains why the ages of the students are mostly 18 and a few 17...
Show moreThe results reported here are the product of the research titled: Using history in the teaching of mathematics. The subjects are students in two classes of algebra II course at Florida State University High School 36 students makes and females whose ages are mostly 18 and a few 17 and 16 years old. Algebra II is a course that is usually taken by high school seniors in 12th grade and a few 11th or 10th grade students which explains why the ages of the students are mostly 18 and a few 17 and 16 years old. In this investigation, both quantitative study and qualitative study were employed. The quantitative study was the main study a teaching experiment using quasiexperimental methodology that involves two groups group 1 and group 2. Group 1 is the control group, where various algebraic/mathematical concepts, or topics were taught or explained to students with the necessary formulas. Group 2 was the experimental group in which the accounts of the historical origin of algebraic/mathematical concepts and the mathematicians (Lewis Carroll, Archimedes, Pythagoras, and Sophie Germain) who brought forward or created the concepts were used to augment pedagogical lessons and exercises used for this study as the main feature of pedagogy. The qualitative study augmented the main quantitative study; it was a followup interview for students to probe further an indepth rationale for the research theme, using history in the teaching of mathematics. The statistical analysis results indicated that there is a significant difference in the mean of score for the control group students and the mean of scores of the experimental group is greater than the mean on scores of student's performance in the control group; and the interview questions responses indeed corroborate the fact that the use of history in teaching mathematics does improve learning and understanding of algebraic/mathematical concepts.
Show less  Date Issued
 2001
 Identifier
 FSU_historic_akx6428
 Format
 Thesis
 Title
 The language of mathematics.
 Creator

Kmen, Henry Arnold, Florida State University
 Abstract/Description

In the catalog issue of the Bulletin of Florida State University, to be published sometime during 1950, will appear a challenging innovation: the General Education course in mathematics, titled mathematics 105, will be listed under the general area of Communication through Language. This, so far as the writer is able to ascertain, will be the first time a course in mathematics has been so listed in any university catalog. It will be the purpose of this paper to examine some aspects of the...
Show moreIn the catalog issue of the Bulletin of Florida State University, to be published sometime during 1950, will appear a challenging innovation: the General Education course in mathematics, titled mathematics 105, will be listed under the general area of Communication through Language. This, so far as the writer is able to ascertain, will be the first time a course in mathematics has been so listed in any university catalog. It will be the purpose of this paper to examine some aspects of the historical development of mathematics to justify such a classification and to explore some of the implications of such an approach for the teaching of mathematics.
Show less  Date Issued
 1950
 Identifier
 FSU_historic_akw1893
 Format
 Thesis
 Title
 A study of the general mathematics program in the secondary school.
 Creator

Cannon, Ruby R., Curtis, H. A., Florida State University
 Abstract/Description

This paper is a study of the general mathematics program in the secondary school. The purpose of this study is to help the inexperienced teacher plan his program of work for the year. The teacher will not find a definite program that he may follow stepbystep, but suggestions that will be of help in developing an effective program.
 Date Issued
 1950
 Identifier
 FSU_historic_akv1201
 Format
 Thesis
 Title
 The mathematics teacher uses sports.
 Creator

Woolsey, Kenneth V., Florida State University
 Abstract/Description

What can be done to bring secondary mathematics courses in tempo with the present day needs and interests of the student? The purpose of this paper is to suggest a partial answer to this question. It is doubtless true that most boys and girls in the secondary school are far more interested in sports than in mathematics. Why not draw upon this common interest and bring sports into the mathematics classroomor even take the mathematics classroom out to the field of sports? Such a question may...
Show moreWhat can be done to bring secondary mathematics courses in tempo with the present day needs and interests of the student? The purpose of this paper is to suggest a partial answer to this question. It is doubtless true that most boys and girls in the secondary school are far more interested in sports than in mathematics. Why not draw upon this common interest and bring sports into the mathematics classroomor even take the mathematics classroom out to the field of sports? Such a question may seem unreasonable to those who have not given much thought to the possibility of approaching certain phases of mathematics through student interests in sports. Actually, such an approach is not at all unreasonable. The sports world offers practical examples of numerous mathematical relationships.
Show less  Date Issued
 1949
 Identifier
 FSU_historic_akp2736
 Format
 Thesis
 Title
 A proposed plan for guiding learning experiences of eighth grade pupils in mathematics.
 Creator

Harrison, Estel Wade, Edwards, W., Florida State University
 Abstract/Description

"Out of genuine desire to prepare oneself to handle, in a more effective way, the teaching of eighth grade mathematics, there comes to mind such questions as these: 1. What are the needs or tasks or problems of eighth grade pupils to which arithmetic can make a contribution? 2. What content is available in the state adopted textbooks? 3. How well is this material adapted to school needs of pupils of this age? 4. What reliable tests can be found? 5. What materials and plans of a general nature...
Show more"Out of genuine desire to prepare oneself to handle, in a more effective way, the teaching of eighth grade mathematics, there comes to mind such questions as these: 1. What are the needs or tasks or problems of eighth grade pupils to which arithmetic can make a contribution? 2. What content is available in the state adopted textbooks? 3. How well is this material adapted to school needs of pupils of this age? 4. What reliable tests can be found? 5. What materials and plans of a general nature can be found or developed which, if revised later to fit the specific classroom situation, may prove of help in improving the teaching of mathematics?"Introduction.
Show less  Date Issued
 1952
 Identifier
 FSU_historic_AKP4877
 Format
 Thesis
 Title
 The Influence of RET's on Elementary and Secondary Teachers' Views of Scientific Inquiry.
 Creator

Bahbah, Sibel, Golden, Barry W. (Barry Wade), Roseler, Katrina, Enderle, Patrick, Saka, Yavuz, Southerland, Sherry A.
 Abstract/Description

This study explores inservice elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were...
Show moreThis study explores inservice elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were analyzed to determine the degree of sophistication of their understanding of five facets of scientific inquiry. Both elementary and secondary teacher participants showed improvement in their understanding of nature of scientific inquiry as a result of program participation, and both programs were successful in supporting the development of inquiry conceptions, although secondary science teachers started and finished the RET's with a more sophisticated understandings of scientific inquiry. Areas of improvement for elementary teachers included the role of questions in science and the role subjectivity and creativity play in the processes of science, and for secondary teachers growth was seen in the role of questions, the relationship of data and evidence, the distinction of experiments and other means of investigations, and the varied methods of science. Implications of these results are discussed.
Show less  Date Issued
 2012
 Identifier
 FSU_migr_ste_faculty_publications0014, 10.5539/ies.v6n1p117
 Format
 Citation
 Title
 Mathematics Formative Assessment System: Testing the Theory of Action Based on the Results of a Randomized Field Trial.
 Creator

Lavenia, Mark, Lang, Laura B., Foorman, Barbara R., Herrington, Carolyn D., Milligan, Jeffrey Ayala, Florida State University, College of Education, Department of Educational...
Show moreLavenia, Mark, Lang, Laura B., Foorman, Barbara R., Herrington, Carolyn D., Milligan, Jeffrey Ayala, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Show less  Abstract/Description

The purpose of the current study was to test the theory of action hypothesized for the Mathematics Formative Assessment System (MFAS) based on results from a largescale randomized field trial. Using a multilevel structural equation modeling analytic approach with multiple latent response variables decomposed across student, teacher, and school levels of clustering, the current study found evidence of effects of MFAS that were consistent with the MFAS theory of action. First, assignment to...
Show moreThe purpose of the current study was to test the theory of action hypothesized for the Mathematics Formative Assessment System (MFAS) based on results from a largescale randomized field trial. Using a multilevel structural equation modeling analytic approach with multiple latent response variables decomposed across student, teacher, and school levels of clustering, the current study found evidence of effects of MFAS that were consistent with the MFAS theory of action. First, assignment to the treatment condition was associated with higher mean student mathematics performance and a higher prevalence of small group instruction compared to schools assigned to the control condition—both of which are outcomes hypothesized to result from MFAS use. Also, a positive association between teacherlevel mathematics knowledge for teaching and student mathematics performance was found in the current study, which is consistent with the interrelation of constructs specified in the MFAS theory of action. However, evidence of the particular linkages of MFAS use→teacher knowledge→classroom practice→student mathematics performance and the putative cascade of effects that would substantiate the mechanisms of change posited in the MFAS theory of action were not detected in the current study. Thus, positive effects of MFAS on teacher and student outcomes were substantiated; however, as to how the effects of MFAS on teachers transfer to improved outcomes for students remains to be empirically demonstrated. Based on my review of the results from the current study and consideration of the literature on formative assessment as it relates to the design of MFAS tasks and rubrics, I discuss a proposed modification to the theory of action that specifies the addition of a direct path from MFAS use to student mathematics performance, in addition to the indirect path currently specified.
Show less  Date Issued
 2016
 Identifier
 FSU_2016SU_LaVenia_fsu_0071E_13439
 Format
 Thesis
 Title
 A proposed plan for the use of the mathematics portion of the ninth grade testing program.
 Creator

Lane, Rodney A., Schultz, Raymond E., Florida State University
 Abstract/Description

There is in effect at the present time a Florida StateWide NinthGrade Testing Program. This program consists of two tests; one is the School Ability Test (SAT) and the other consists of five parts of the Iowa Tests of Educational Development (ITED). The SAT is an attempt to provide a measure of a student's ability to achieve successfully in a school program. This test provides two part scores, verbal and quantitative, and a total score which is the sum of the part scores. The quantitative...
Show moreThere is in effect at the present time a Florida StateWide NinthGrade Testing Program. This program consists of two tests; one is the School Ability Test (SAT) and the other consists of five parts of the Iowa Tests of Educational Development (ITED). The SAT is an attempt to provide a measure of a student's ability to achieve successfully in a school program. This test provides two part scores, verbal and quantitative, and a total score which is the sum of the part scores. The quantitative section of the test is designed to give "measure of ability in certain quantitative skills of number manipulation and problem solving." Items on this test are of two kinds; one involves problem solving and the other involves numerical computation. When the SAT is mentioned in this paper, it is the quantitative section that is referred to.
Show less  Date Issued
 1960
 Identifier
 FSU_historic_akw1838
 Format
 Thesis
 Title
 Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science.
 Creator

Southerland, Sherry A., Scharmann, Lawrence Conrad
 Abstract/Description

Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for...
Show moreScientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that we limit classroom discussions to science alone. This "science only" approach leaves the negotiation of alternative knowledge frameworks to students, who are often illprepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.
Show less  Date Issued
 2013
 Identifier
 FSU_migr_ste_faculty_publications0013, 10.1080/07351690.2013.743778
 Format
 Citation
 Title
 Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
 Creator

Saka, Yavuz, Southerland, Sherry A., Kittleson, Julie, Hunter, Todd
 Abstract/Description

The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reformminded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching?...
Show moreThe demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reformminded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
Show less  Date Issued
 2013
 Identifier
 FSU_migr_ste_faculty_publications0012, 10.1007/s1116501293105
 Format
 Citation
 Title
 Making arithmetic meaningful to young children.
 Creator

Thomas, Ethel Paderick Rosasco, Swearingen, Mildred E., Florida State University
 Abstract/Description

"Wanting to help children to overcome any fears that might be foremost in them, the writer wishes to make a study of principles of teaching arithmetic and apply in the classroom certain of these principles in an effort to help children hurdle their great fear of arithmetic"Introduction.
 Date Issued
 1956
 Identifier
 FSU_historic_AKP4832
 Format
 Thesis
 Title
 The value of socialized arithmetic drills and tests as positive factors in personality development.
 Creator

Rhoads, Louise Nash, Edwards, W., Florida State University
 Abstract/Description

"This paper is an account of a project which began primarily as an attempt to set up an activity program that would result in a high degree of accuracy in computational operations. It soon became evident that the activity was serving as an instrument for removing emotional blocks and relieving frustrations. A pleasant atmosphere of cooperative interprise took the place of classroom discipline, and the teacher found herself no longer a 'party to,' but a partner in a learning situation. The...
Show more"This paper is an account of a project which began primarily as an attempt to set up an activity program that would result in a high degree of accuracy in computational operations. It soon became evident that the activity was serving as an instrument for removing emotional blocks and relieving frustrations. A pleasant atmosphere of cooperative interprise took the place of classroom discipline, and the teacher found herself no longer a 'party to,' but a partner in a learning situation. The program has completed its fourth year. It has been revised, adapted, and added to, when the situation indicated a need. The classes taking part in the most recently revised activities are the ones whose performances are described in this paper"Introduction.
Show less  Date Issued
 1949
 Identifier
 FSU_historic_AKP4901
 Format
 Thesis
 Title
 The role of pictures in first grade children's perception of mathematical relationships.
 Creator

Campbell, Patricia F., Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"This study investigated whether there is a relationship between first grade children's ability to tell a story about a dynamic picture or a sequence of three dynamic pictures and their ability to describe the picture(s) by a number sequence. The artistic variables characterizing the pictures were controlled so as to provide information concerning which types of illustrations best facilitated interpretation of the pictures and perception of mathematical relationships. An 8 x 2 design allowed...
Show more"This study investigated whether there is a relationship between first grade children's ability to tell a story about a dynamic picture or a sequence of three dynamic pictures and their ability to describe the picture(s) by a number sequence. The artistic variables characterizing the pictures were controlled so as to provide information concerning which types of illustrations best facilitated interpretation of the pictures and perception of mathematical relationships. An 8 x 2 design allowed analysis of the effects of the form of the drawing, the number of pictures, and the response condition. Ninetysix first grade children were individually tested using an instrument designed by the investigator. Statistical analysis revealed that neither drawing style nor the number of pictures had a significant effect on either the level of assimilation within the stories, the perception of motion, or the number sentence responses. Analysis of the response condition revealed a significant difference favoring the force condition on number sentence responses. Also, initially viewing and interpreting sequences provided a learning experience to significantly effect the interpretation of single pictures"Abstract.
Show less  Date Issued
 1976
 Identifier
 FSU_abj0548
 Format
 Thesis
 Title
 Interactions between spatial and verbal abilities and two methods of presenting modulus seven arithmetic.
 Creator

Hussien, Gaber A, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

"The present investigation was designed to study the effect of two instructional treatments on the achievement of students of different abilitiesVerbal and Spatial. This was achieved by studying the interaction between the two treatments and each of the verbal and the spatial abilities. The instructional treatments were Figural and Verbal programmed units designed to teach concepts related to modulus seven arithmetic. Subjects for the study were 90 students enrolled in the first year...
Show more"The present investigation was designed to study the effect of two instructional treatments on the achievement of students of different abilitiesVerbal and Spatial. This was achieved by studying the interaction between the two treatments and each of the verbal and the spatial abilities. The instructional treatments were Figural and Verbal programmed units designed to teach concepts related to modulus seven arithmetic. Subjects for the study were 90 students enrolled in the first year mathematics course at Elmansoura College of Education in Egypt for the academic year 19781979"Abstract.
Show less  Date Issued
 1979
 Identifier
 FSU_aby7218
 Format
 Thesis
 Title
 Inductive discovery learning, reception learning, and formal verbalization of mathematical concepts.
 Creator

Hanson, Lawrence Eugene, Nichols, Eugene Douglas, Florida State University
 Abstract/Description

Theoretical speculations abound on all sides of the following two questions: 1. What are the relative merits of the reception and discovery modes of learning? 2. What effect does forcing a student to immediately verbalize his newly discovered concept have on his ability to retain and transfer this concept? The purpose of the present study is to seek answers to these questions on the basis of experimental evidence.
 Date Issued
 1967
 Identifier
 FSU_agh3055
 Format
 Thesis
 Title
 The development and testing of a teachtest instrument for prediction of success in college freshman mathematics.
 Creator

Smith, Joe Kelly, Heimer, Ralph T., Florida State University
 Abstract/Description

"The purpose of this research is the development and testing of an instrument to be used in prediction of success in college freshman mathematics courses"Introduction.
 Date Issued
 1967
 Identifier
 FSU_ahm6748
 Format
 Thesis
 Title
 The Effects of GameBased Learning in an OpensimSupported Virtual Environment for Mathematical Performance.
 Creator

Kim, Heesung, Ke, Fengfeng, Kim, YoungSuk, Jeong, Allan C., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
 Abstract/Description

This experimental study was intended to examine whether gamebased learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of gameplay with learning content) in the OpenSimulatorsupported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre and posttest experimental comparison study, data were collected from 132...
Show moreThis experimental study was intended to examine whether gamebased learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of gameplay with learning content) in the OpenSimulatorsupported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre and posttest experimental comparison study, data were collected from 132 fourth graders through an achievement test, and a Short Instructional Materials Motivational Survey (SIMMS). The same tasks were provided to the experimental and control groups. Tasks for the experimental group involved the following four game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of gameplay with learning content. The control group was given the same tasks and learning environment setting (OpenSimulatorsupported VR) that was used for the experimental group. The exception was that the control group tasks did not include the game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of gameplay with learning content. Analysis of covariance (ANCOVA) using a treatment (treatment vs. control) on the achievement indicated a significant effect of GBL in the VR environment on math knowledge test performance. For motivation, the results indicated that there was no significant difference on the posttest scores for the perceived motivational quality of the learning activity (MQLA) between the experimental group and the control group.
Show less  Date Issued
 2015
 Identifier
 FSU_2015fall_Kim_fsu_0071E_12885
 Format
 Thesis
 Title
 Elementary and Special Education PreService Teachers' SelfEfficacy Beliefs about Teaching Mathematics and Science to Students with Autism: A Preliminary Study.
 Creator

Garris, G. Stephen (Gregory Stephen), Hanline, Mary Frances, Paek, Insu, Jakubowski, Elizabeth M., Whalon, Kelly J., Florida State University, College of Education, School of...
Show moreGarris, G. Stephen (Gregory Stephen), Hanline, Mary Frances, Paek, Insu, Jakubowski, Elizabeth M., Whalon, Kelly J., Florida State University, College of Education, School of Teacher Education
Show less  Abstract/Description

The prevalence rate of autism spectrum disorder (ASD) among school aged children in the US has increased exponentially, compared to estimates from the year 2000. Increased numbers of elementary students with ASD are spending 80% or more of the school day in general education settings, which may pose challenges for both veteran and beginning elementary teachers. Furthermore, there are more rigorous mathematics and science standards that beginning teachers will be responsible for providing...
Show moreThe prevalence rate of autism spectrum disorder (ASD) among school aged children in the US has increased exponentially, compared to estimates from the year 2000. Increased numbers of elementary students with ASD are spending 80% or more of the school day in general education settings, which may pose challenges for both veteran and beginning elementary teachers. Furthermore, there are more rigorous mathematics and science standards that beginning teachers will be responsible for providing instruction to all students, including those with ASD. The transition of mathematics and science standards impacts both elementary teachers and special education teachers because many professional teaching organizations feel both types of instructors should have the proper knowledge in these subject areas for effective instruction. However, there is evidence that both special education and elementary education teachers may not feel efficacious to teach this content. Established and novel survey instruments were administered to a sample of 39 senior preservice teachers majoring in special education and elementary education, to obtain data related to their field teaching experiences, personal experience interacting with individuals with ASD, and their reported undergraduate coursework. This study was designed to investigate and compare the selfefficacy beliefs of preservice teachers majoring in special education and elementary education, which was focused on the following contextspecific instructional situations: 1) mathematics instruction; 2) science instruction; 3) mathematics instruction to students with ASD; 4) science instruction to students with ASD; and 5) general instructional considerations for teaching students with ASD. Results of the study indicated elementary education preservice teachers had lower teaching efficacy beliefs in teaching mathematics and science to students with ASD, compared to their mean teaching efficacy scores for the instruction with mathematics and science in general situations. Furthermore, elementary education majors scored significantly lower on teaching mathematics to students with ASD, teaching science to students with ASD, and teaching students with ASD in general, compared to their special education peers in the obtained sample. The new instruments measuring mathematics and science teaching efficacy were determined to have good reliability. Implications for teacher preparation programs and recommendations for future research are discussed.
Show less  Date Issued
 2019
 Identifier
 2019_Spring_Garris_fsu_0071E_15026
 Format
 Thesis
 Title
 The Effects of Representation Format in Problem Representation on Qualitative Understanding and Quantitative Proficiency in a Learning Game Context.
 Creator

Lee, Sungwoong, Ke, Fengfeng, Erlebacher, Gordon, Shute, Valerie J. (Valerie Jean), Dennen, Vanessa P., Florida State University, College of Education, Department of Educational...
Show moreLee, Sungwoong, Ke, Fengfeng, Erlebacher, Gordon, Shute, Valerie J. (Valerie Jean), Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less  Abstract/Description

Reports and surveys by the U.S. government and international organizations have repeatedly acknowledged the achievement problem in math in K12 regardless of various efforts (e.g., by the U.S. Department of Education) to diminish it. To address the problem in math achievement in K12, teachers, scholars, and the U.S. government have developed various materials and intervention tools. As a potential platform to address the problem in math achievement, video games generate a large variety of...
Show moreReports and surveys by the U.S. government and international organizations have repeatedly acknowledged the achievement problem in math in K12 regardless of various efforts (e.g., by the U.S. Department of Education) to diminish it. To address the problem in math achievement in K12, teachers, scholars, and the U.S. government have developed various materials and intervention tools. As a potential platform to address the problem in math achievement, video games generate a large variety of perspectives on their value. Along with the debate on the game's inherent good or bad features, there is also a debate on the effectiveness of video games as a learning tool. Regarding these debates and the ambiguous results on video games as learning tools, Greitemeyer and Mügge (2014) postulated that games can provide both positive and negative impacts according to their content (i.e., violent and prosocial games). However, recent literature investigating the use of video games in varied learning contexts shows that the learning effectiveness of games is still inconclusive. A potential reason is that video games mostly facilitate implicit qualitative understanding. Video games consist of rich interactive experiences that help to foster understanding of qualitative relationships in gameplay more than quantitative proficiency that is required in the formal school system (Clark et al. 2011; Squire, Barnett, Grant, & Higginbotham, 2004). Another reason is that educational game designers have paid little attention to designing and developing learning supports in educational games. Therefore, the current study aims to address a comprehensive question  How does an educational game, through the use of learning supports, promote the application of acquired qualitative understanding to math problem solving in formal educational contexts? A promising method to address the aforementioned problem is to externalize cognitive and metacognitive processes (Lajoie, 2009). Externalizing Problem Representation (EPR) refers to a cognitive behavior in which a learner constructs her own representations overtly (Cox, 1999). The processes of EPR are to reorder information in problem solving, to clarify ambiguous parts of the problem, and to modify and enact mental representations including mental animations and images. EPR helps to make missing and implicit information or representations explicit. There are several synonyms of Externalizing Problem Representation (EPR), such as external representation (Zhang, 1997), externalized cognition (Cox & Brna, 1995), and rerepresentation (Ainsworth & Th Loizou, 2003). From the semiotics perspective, EPR can be categorized into two forms by its sign: Iconic and symbolic. Although the potential benefits of externalizing problem representation was claimed in prior research, little attention was paid to investigating the design of EPR in video games. Compared to the studies of mental problem representation, few empirical studies on external representation have been conducted. Hence, it is warranted to examine the efficacy of learning support that promotes externalizing problem representation in two formats (i.e., iconic and symbolic) in the videogamebased learning setting. In light of this, the purpose of this study is to investigate whether EPRpromoting scaffolds (in iconic vs. symbolic formats) enhance qualitative understanding and quantitative proficiency in ratios and proportional relationships in a learning game context. Specifically, the learning game will request players to respond to either iconic or symbolic learning probes that help to externalize the mental representations of the math problems in the game. In this study, quantitative proficiency refers to the problem solving proficiency in both game and formal education context. The current study involves two levels of task complexity (i.e., low complexity vs. high complexity) as a moderating variable. The study addresses the following research questions: 1. Will iconic learning probes promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional reasoning, with the task complexity controlled in the educational game? 2. Will symbolic learning probes promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional reasoning, with task complexity controlled in the educational game? 3. Will iconic learning probes promoting EPR, in comparison to symbolic learning probes promoting EPR, be more effective in enhancing qualitative understanding and quantitative proficiency in ratio and proportional reasoning, with task complexity controlled in the educational game? To accomplish the purpose of this study, learning probes that prompt learners to externalize their internal problem representation were developed in two different formats, iconic and symbolic, based on Mayer's math problem representation model. In the experiment, fortyfive participants in this study processed either iconic or symbolic learning probes during their gameplay. Finally, qualitative understanding and quantitative proficiency were measured three times: before this study, after playing the shipping container episode with a low complexity task, and after playing the shipping container episode with a high complexity task. Regarding Research Question 1, the result of repeatedmeasures ANOVA indicates that, for participants in the Iconic Learning Probe (ILP) group, the difference in qualitative understanding between the pretest, posttest, and posttest 2 was not statistically significant whereas the difference in quantitative proficiency between the pretest, posttest 1, and posttest 2 was statistically significant. Regarding Research Question 2, the result of repeatedmeasures ANOVA indicates that, for participants in the Symbolic Learning Probe (SLP) group, the difference in qualitative understanding between the pretest, posttest 1, and posttest 2 was statistically significant whereas the difference in quantitative understanding between the pretest, posttest 1, and posttest 2 was not statistically significant. Regarding Research Question 3, since there was a significant interaction between the times of measurement and the types of EPR in regard to both qualitative understanding and quantitative proficiency, pairwise comparisons using the Bonferroni method were drawn. There were significant differences in participants' qualitative understanding between ILP and SLP groups in posttest 1 and posttest 2 whereas there was no significant difference in participants' qualitative understanding between ILP and SLP groups in the pretest. Regarding the quantitative proficiency, there were significant differences in participants' quantitative proficiency between ILP and SLP groups in posttest 1 whereas there was no significant difference in participants' quantitative proficiency between ILP and SLP groups in the pretest and posttest 2. In the final chapter, I discussed major research findings of this study based on the theoretical research reviewed in Chapter 2. Then I described the implications of this study and suggestions for future study.
Show less  Date Issued
 2016
 Identifier
 FSU_2016SP_Lee_fsu_0071E_12944
 Format
 Thesis
 Title
 An attempt to establish a test in algebraic language as a criterion with respect to the difficulty of the items.
 Creator

Murphy, Margaret Roe, Florida State University
 Abstract/Description

It was with an idea of establishing a tool to aid in vocabulary growth that E. L. Bellhorn, Ft. Lauderdale, Florida, and the writer, during the summer quarter of 1948 at Florida State University, built a test for ability to recognize and to apply algebraic language. Realizing their inexperience in such an important matter as developing a testing device which would meet the requirements of highly specialized experts in the field of testing, they took no credit in attempting to devise new...
Show moreIt was with an idea of establishing a tool to aid in vocabulary growth that E. L. Bellhorn, Ft. Lauderdale, Florida, and the writer, during the summer quarter of 1948 at Florida State University, built a test for ability to recognize and to apply algebraic language. Realizing their inexperience in such an important matter as developing a testing device which would meet the requirements of highly specialized experts in the field of testing, they took no credit in attempting to devise new techniques or devices, but followed rather slavishly the steps in procedure in good test construction. This study grew out of the desire to improve the test items to answer such questions as: 1. how much is student performance affected by the inability to recall an exact word at a specific instant? 2. Can the student choose the right word when it is coupled with a wrong one? 3. What would be the effect if the range of choice of responsewords is increased? 4. What would happen if nonverbal items are introduced?
Show less  Date Issued
 1950
 Identifier
 FSU_historic_akp4998
 Format
 Thesis
 Title
 Florida Middle School Teachers' Perspective on and Preparedness for the Common Core State Standards in Mathematics.
 Creator

Porwoll, Kathryn, School of Teacher Education
 Abstract/Description

Abstract: (Florida, Common Core State Standards, Mathematics Teachers, 2013) This thesis was designed to determine middle school teachers' perceptions of their state of readiness to enact the Common Core Standards in mathematics in the State of Florida. The descriptive study employed a survey of 100 middle school mathematics teachers throughout the State of Florida in an effort to understand how the state, counties, and administrations can best serve educators through the critical transition...
Show moreAbstract: (Florida, Common Core State Standards, Mathematics Teachers, 2013) This thesis was designed to determine middle school teachers' perceptions of their state of readiness to enact the Common Core Standards in mathematics in the State of Florida. The descriptive study employed a survey of 100 middle school mathematics teachers throughout the State of Florida in an effort to understand how the state, counties, and administrations can best serve educators through the critical transition from Next Generation Sunshine State Standards to the Common Core State Standards. The survey developed for this study included twentyseven questions. In order to determine how Florida compares to a similar survey of a generalized sample of United States teachers, this thesis compares the results of the Floridian survey to the results from the national sample. The results suggest that Florida teachers' perceptions of preparedness lag behind that of the rest of the country. The implications of these results are discussed.
Show less  Date Issued
 2013
 Identifier
 FSU_migr_uhm0274
 Format
 Thesis
 Title
 Construction and Implementation of a BenchTop Aquaponic System as a Context for Teaching Science in Secondary Schools.
 Creator

Fernandez, Sofia, Goldsby, Kenneth A., Department of Biological Science
 Abstract/Description

Aquaponics is an integrated biological system that essentially combines a soilless garden with an aquarium. It is important because it uses less water than commercial farming, is ecofriendly, and provides a local source of food for its practitioners. Aquaponics is also important because of its capacity to serve as an authentic teaching tool in science classrooms. This thesis is divided into three components. First we will describe the construction and implementation of our Benchtop...
Show moreAquaponics is an integrated biological system that essentially combines a soilless garden with an aquarium. It is important because it uses less water than commercial farming, is ecofriendly, and provides a local source of food for its practitioners. Aquaponics is also important because of its capacity to serve as an authentic teaching tool in science classrooms. This thesis is divided into three components. First we will describe the construction and implementation of our Benchtop Aquaponics System (BAS). Next, the results of an experiment that compares two methods of establishing bacteria–culture in a fishless system will be presented. Finally, the potential for use of the BAS in STEM classrooms will be discussed. The goals of this project are to (1) create an Aquaponics system that has a small ecological footprint and not take up too much room in the classroom, (2) further the current body of research on applied aquaponic systems, and (3) provide a pedagogical tool that involves students in building equipment and solving authentic problems as a gateway for learning. The BAS is assembled in 3 separate compartments, a plant tray, an aquarium, and a bacteria reservoir, with PVC piping connecting the three. It is designed around a wooden frame that is smaller than 18 ft3. This design allows for students (and teachers) to easily access and see the different compartments of the system. Many of the problems we encountered came from plumping issues related to the fountain pump or the bell siphon; these were solved using applied physics principles. Other problems we faced, including biological were solved using more consistent testing and chemical reagents to stabilize our BAS. We learned ultimately that time is the key component in establishing a bacteria colony in any aquaponic system. We also learned that establishing bacteria is the most important step in setting up a successful aquaponic system whether on a large or miniaturized scale. Some aspects of this project that need further investigation include the importance of changing out the water of the system, whether dissolved oxygen is necessary for bacteria, and how/why consistently adding bacteria may stunt the ability of a bacteria colony to form. Conclusively we have found that it is not only possible to establish such an aquaponic system that is built by students, but it is also possible to maintain it. Further research is needed to estimate the Benchtop Aquaponic System's teaching potential within STEM classrooms.
Show less  Date Issued
 2015
 Identifier
 FSU_migr_uhm0507
 Format
 Thesis
 Title
 Democracy and Political Islam: Evaluating Erdogan's Politics on Turkish Society.
 Creator

Forero Orozco, Laura C., Department of Political Science
 Abstract/Description

Turkish leader, Recep Tayyip Erdoğan, was elected as Prime Minister in 2003 due to his appeal to both the religious and secular population in the country. His policies intended to honor the historical secular democracy in Turkey while integrating tolerance for Islamic practices in the political system. His initial policies also intended so strengthen Turkey's efforts to join the European Union (EU). Due to this he was seen as progressive, innovative, and western, yet a strong representative...
Show moreTurkish leader, Recep Tayyip Erdoğan, was elected as Prime Minister in 2003 due to his appeal to both the religious and secular population in the country. His policies intended to honor the historical secular democracy in Turkey while integrating tolerance for Islamic practices in the political system. His initial policies also intended so strengthen Turkey's efforts to join the European Union (EU). Due to this he was seen as progressive, innovative, and western, yet a strong representative of the Muslim majority in the country. As the years developed, these moderate policies diminished and opposition groups suffered from crackdowns from Erdoğan's administration. His governing style became increasingly reliant on religious rhetoric and some of his policies came to reflect his shift towards religious and authoritarian politics. This new pattern in Erdoğan's government has caused the approval of many who were previous supporters, such as moderates, to shift away from supporting him, but it has consolidated support from groups that were previously fervent opponents, such as strong Islamic traditionalists. This paper will evaluate the changing trends in support for Erdogan among specific demographic groups in the general election years preceding the 2014 presidential election.
Show less  Date Issued
 2015
 Identifier
 FSU_migr_uhm0462
 Format
 Thesis
 Title
 An exploratory study of the effectiveness of computer graphic and simulations in a computerstudent interactive environment in illustrating random sampling and the central limit theorem.
 Creator

Myers, Kitty Neel, Denmark, E. T., Florida State University
 Abstract/Description

"The purposes of this study were: (1) to investigate the effectiveness of the computerstudent interactive method in presenting statistical concepts and in instructing students in the applications of these concepts, and (2) to develop instruments that test for the understanding of these concepts and the mastery of these application skills"Abstract.
 Date Issued
 1990
 Identifier
 FSU_afs7567
 Format
 Thesis
 Title
 A Failed State of Enterprise: Communism and Corporate Crime in Chinese StateOwned Enterprise.
 Creator

Daniels, Lucas, Program in International Affairs
 Abstract/Description

The goal of this paper is to take a comprehensive look into the history and functioning of stateowned enterprise (SOEs) in China, in order to examine the extent of their role in the Chinese economy. After analyzing the size and productivity of these SOEs, the conclusion is one of pessimism toward the reality of China's economic growth rate, and the efficacy of SOEs. As a crucial part of China's economic planning, SOEs are destabilizing the Chinese economy, and are threatening the viability...
Show moreThe goal of this paper is to take a comprehensive look into the history and functioning of stateowned enterprise (SOEs) in China, in order to examine the extent of their role in the Chinese economy. After analyzing the size and productivity of these SOEs, the conclusion is one of pessimism toward the reality of China's economic growth rate, and the efficacy of SOEs. As a crucial part of China's economic planning, SOEs are destabilizing the Chinese economy, and are threatening the viability of China becoming a stable developed nation. First, the historical background from which SOEs rose to dominate the economy will be laid out to address how the foundations of the China's economic model are based in Communist protectionism. A basic description of stateowned enterprise will be presented, and the nature of economic reform in China will be addressed. Assertions laid out by Chinese optimists will be examined in the context of political imperatives. Second, a detailed analysis will examine the operations of China's state owned banks with regard to SOEs. The specific issue of nonperforming loans (NPLs) and inequitable lending practices will be discussed as a major part of the Chinese financial sector. Third, the inefficiencies of SOEs will be explained through quantitative analysis and a political lens. A case study on the Chinese airline industry will be used as support for the evidence put forth. Fourth, the corruption of and within SOEs following the reform efforts of the Communist Party will be highlighted. Finally, the inconsistency the before mentioned facets have caused in the legal affairs of enterprises will be presented, and a prescription for future reform will be put forward.
Show less  Date Issued
 2013
 Identifier
 FSU_migr_uhm0232
 Format
 Set of related objects