• Area Awareness : a preadolescent perspective.

      Bland, Reid (2013-01-25)
      No author abstract.
    • Have You Met Ric?

      Gilman, Jennifer (2013-10-21)
      This research explores misconceptions about metric conversion and the difficulties behind metric unit estimation. It was believed that middle school students would be able to convert from a large to a small metric unit more accurately than converting from a small to a large metric unit. Furthermore, it was also hypothesized that middle school students would be able to estimate units smaller than a meter more accurately than units of a meter or larger. During the study, students completed a ten-problem assessment containing conversion and estimation questions. The assessment was generated by studying past New York state exams. After the assessment, students completed a six-question follow-up survey. The results of the study indicated that students struggle with conversion questions regardless of the direction of the conversion. Additional results revealed that students were more accurate when they converted linear distances versus volume and capacity; students could estimate units smaller than a meter more accurately than units of a meter or larger, and there was no significant difference in the accuracy of estimation based on grade level. These results pose multiple implications for teachers. Educators need to be prepared to spend equal amounts of time teaching different types of conversions and educators need to find more time to teach and practice estimation during everyday activities.
    • P² [:] Preference and Performance.

      Bockhahn, Kristi Jo (2013-01-17)
      No author abstract.
    • Students' visual estimation of angles and their proficiency with angular measurement tools.

      Brydges, Courtney E. (2013-10-21)
      This study examines students' perceptions of and skill with angular measurement. Its underlying purpose is to analyze students' level of proficiency and appropriate understanding of angular measurement and associated measurement tools. It was hypothesized that eighth grade students would more accurately determine the measurement of a given angle to the nearest degree using visual estimation as opposed to using a protractor. The remainder of this study compares eighth grade students' assessments with university students' assessments. It was further hypothesized that neither age nor gender would influence a student's estimate despite the size or position of the angle. Subsequently, it was proposed that students, regardless of their age or gender, would have the most difficulty estimating acute angles within 10° of 0° and obtuse angles within 10° of 180°. The results of this study indicate that eighth grade students do not have sufficient knowledge in using angular measurement tools. Additional results revealed that both gender and age were found to have statistical significance in the visual estimation of angles and overwhelming evidence suggested that the least difficult angles to estimate were those close to 90 degrees.
    • A study of middle school and college students' misconceptions about solving multi-step linear equations.

      Powell, Amber N. (2013-01-11)
      This study examines the types of mistakes that students make solving multi-step linear equations. During this study, students completed a 15-problem test containing different types of multi-step linear equations appropriate for 8th graders according to the state and national mathematics standards. Students were not allowed to use a calculator. The instrument was generated by using past state tests and by polling professors of mathematics. The number of mistakes made for each mathematical property was recorded. The scores were compared to a survey that students answered reporting their confidence in solving these types of problems. The results of the study indicated that problems containing negative numbers and moving terms to the opposite side of the equal sign were incorrect most frequently among all student participants. Additional results revealed that eighth graders made more mistakes than college-level students, the types of mistakes made were different based on the grade level of the participants, males made fewer mistakes than females and there was a difference in the types of mistakes made based on gender.