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    A Study of the Effects of Teachers' Knowledge on the NCTM and New York State Mathematics Standards with Students in Grades 7- 12.

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    Author
    Burr, Jennifer A.
    Keyword
    Mathematics -- Study and teaching (Secondary) -- New York (State).
    Mathematics -- Study and teaching (Elementary).
    Mathematics teachers -- Training of.
    National Council of Teachers of Mathematics.
    Date Published
    2013-01-16
    
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    URI
    http://hdl.handle.net/20.500.12648/217
    Abstract
    No author abstract.
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    Fredonia Master's Theses

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      A Curriculum Project on Expressions and Equations in Mathematics 7 Aligned to the New York State Common Core and Learning Standards

      Wade, Carol H.; Logan, Rebecca K.; The College at Brockport (2014-12-03)
      As our nation is in a time of educational reform, a curriculum project on Expressions and Equations in the Mathematics 7 curriculum is appropriate as it is aligned to the Common Core State Standards. The created study of Expressions and Equations in Mathematics 7 addresses the New York State Standards from the Expressions and Equations Domain and includes student learning objectives that demonstrate understanding of solving equations through a modeling approach. Studies have concluded that when students are able to touch and manipulate mathematics, they learn best (Raymond & Leinenbach, 2000). A table of contents is provided for easy access to each lesson plan, worksheets, and assessments needed for the 9-day unit plan. In addition, each lesson plan includes the goal for the lesson, the instructional outcomes, and the New York State Common Core Learning Standards that are addressed. The validity of this curriculum project was assessed by the author of the unit plan as the created lessons were implemented in the author’s classroom in October 2014. Furthermore, the validity of the curriculum project was measured by two cooperating veteran teachers that critiqued the unit plan though a questionnaire. The paradigm shift from the NCTM standards to the Common Core State Standards provides opportunities for educators to re-design their teaching in the classroom; this curriculum project on Expressions and Equations is created to be a resource to aid in this shift.
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      What is the academic impact mathematics journaling would have in a cooperative learning environment?

      Thompson, Michael (State University of New York College at Fredonia, 2018-05)
      Educators have become increasingly concerned with the declining statistics of mathematics students in the United States; Americans continue to turn in flat results in tests that measure students' proficiency in reading, math, and science worldwide. As I have searched for various solutions to address the low achievement of students in mathematics, my review of the current literature has led me to believe that, if students use an interactive writing journal they could be more successful. Research has shown that when used with fidelity cooperative learning can increase student learning outcomes. Furthermore, when students use writing in mathematics as a strategy to communicate problem-solving, learning outcomes are also improved. This study focuses on mathematics journaling in a cooperative group with a fifth grade class in an urban school district in western New York. The results show there is a positive correlation between their Interactive Mathematics Journal and their cooperative group. Future research in a similar school district could speak to the validity of this project. Future research could increase the gap in the data to support mathematics journaling in a cooperative learning environment. [from author's abstract]
    • Thumbnail

      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.

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