Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item AGAINST ALL ODDS: ACCESS AND ACHIEVEMENT OF AFRICAN AMERICAN ADOLESCENT MALES IN ADVANCED SECONDARY MATHEMATICS(2019) McCarter, Darrian Tyron; Brantlinger, Andrew; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Adopting a critical race theory stance, this study examined the intersectionality of race, class, and gender and their influence on the educational outcomes of six African American males, who against the odds, have demonstrated success in advance secondary mathematics. Consistent with critical race theory, the purpose of the study was to create counter narratives that push back against dominant narratives about the academic abilities of African American males, specifically in mathematics. This study explored the ways in which this historically marginalized student group self-identify and communicate their social, cultural, emotional, and academic experiences and the development of strategies to navigate environments in which they are underrepresented. At the broadest level, the African American male participants individually and consistently addressed the following four themes in their semi structured interviews: (1) inequitable [institutional] practices rationalized by the dominant narrative, (2) caring and influential relationships, (3) early access to enriched and accelerated mathematics curricula, and (4) intrinsic and extrinsic motivators for success. First, the participants collectively spoke of a range of racialized and sometimes gendered barriers (e.g., teachers and peers who doubted the abilities of Black learners) that they faced as African American male learners of mathematics. Second, and in response to these racialized-gendered barriers, they each reported drawing on relationships and positive interactions with their parents, teachers, peers, and African American male role models. Third, all six participants communicated the value added of exposure to high quality schooling experiences to include early identification as strong mathematics students, enrollment in specialized schools and programs, early exposure to rigorous mathematics content, and active participation in extra/co-curricular opportunities. Fourth, and mediated by their relationships and early exposure to advanced mathematics, they all reported developing intrinsic and extrinsic motivations that sustained their success. In terms of the last point, and in their own ways, they were motivated, in part, to push back on dominant, racist narratives regarding the academic abilities of African American males as they navigated implicit racial bias from their teachers, peers, institutional practices, and the larger society.Item EXAMINING TEACHERS’ USES OF INTERACTIVE DIAGRAMS IN SECONDARY MATHEMATICS INSTRUCTION(2017) Coleman, Thomas; Walkoe, Janet; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This is a study of secondary mathematics teachers’ use of a digitally enhanced educational technology called Interactive Diagrams (IDs). This study is concerned with the ways in which mathematics teachers use IDs as they plan and enact classroom activities involving this technology, as well as the factors that affect their ID use. Qualitative research methods were used to conduct this exploratory study focused on the practice of three teachers within a large urban school district. Using Remillard’s (2005) conceptualization of teacher-curriculum interactions allowed participants’ instructional practices to be situated within an environment affected by contextual, curricular, teacher, and student factors. Mediating factors within each of these areas were identified for the study participants using inductive coding techniques. Teachers’ intended and enacted uses of selected IDs were also analyzed using this research methodology. The results of this analysis are described, as well as implications for future practice and research.Item Understanding the Equal Sign as Key to Algebraic Success: The Effects of Blended Instruction On Solving One- and Two-Step Equations and Conceptions of the Equal Sign for Seventh Grade Students with Mathematics Learning Difficulties(2014) Miller, Jason Adam; Maccini, Paula; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study examined the effect of an instructional package on the ability of students with mathematics difficulties to solve one- and two-step linear equations and understand the equal sign as a relational symbol. The instructional package included a blend of elements including explicit/systematic instruction, concrete-semi-concrete-abstract instruction, and graphic organizers while also developing students' capacity to meet the Common Core Standards for Mathematical Practice. A concurrent multiple probe design across three groups replicated across three other groups was utilized where the researcher instructed one section of three groups while other classroom teachers instructed the second section of three groups. The participants were 17 seventh grade students identified as having a learning disability or difficulty in mathematics (MD). Results of the study indicated that all groups significantly improved their performance when solving one- and two-step equations and significantly improved their understanding of the equal sign as a relational symbol. The study supports the use of blended instruction with visual representations and graphic organizers to improve mathematical performance of students with MD.