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
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Item EXPLORING THE IMPACT OF A COMPUTATIONAL THINKING MODULE FOR MATHEMATICS AND SCIENCE METHODS COURSES(2024) Moon, Peter; Walkoe, Janet; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Computational thinking (CT) has great potential for enhancing mathematics and science lessons in K-12 education. Numerous studies demonstrate that under the right circumstances, CT integration in math and science can improve student learning and promote deeper understanding. However, teacher education currently does not include preparation for using CT in the classroom on a widespread scale. Instead, most current CT courses or professional development (PD) opportunities for teachers are taught by a local CT researcher who can only reach a limited number of teachers. This qualitative three-article dissertation summarizes the development, implementation, and effects of a five-lesson module on CT designed to be integrated within a math & science methods course or a similar course for teachers. The goal of this module is to provide learning about CT within most teacher education programs without substantially affecting that program’s requirements for teachers (i.e., adding a new course). In Study 1, “Module Implementation in a Mathematics and Science Methods Course,” I describe the module activities, the CT knowledge of the teacher candidates who participated in the study, and how that knowledge evolved. I argue that participants’ understanding of CT expanded from a limited scope to a wide variety of practices and skills, and that the experience-first design helped them build knowledge of CT as distinct from knowledge of their discipline. In Study 2, “Use of CT Knowledge as Classroom Teachers,” I discuss sets of interviews with two teachers who had previously participated in the CT module in different years, analyzing commonalities and differences in their organization and use of CT knowledge. I argue that the Preparation for Future Learning (PFL) (Bransford & Schwartz, 1999) perspective is particularly important when considering the impact of the CT module. In Study 3, “A Faculty Workshop on CT Implementation with Mathematics and Science Methods Courses,” I discuss the effects of a summer workshop with methods instructors from universities throughout Maryland, noting different perspectives around what “counts” as a CT activity, and two implementation profiles for CT that instructors used that fall. I argue that the PFL perspective is important to consider for methods instructors’ CT integration.Item MATHEMATICS INSTRUCTION IN JUVENILE CORRECTIONAL FACILITIES DURING COVID-19(2023) Ross Benedick, Amanda; Taboada Barber, Ana; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Students with disabilities are overrepresented in correctional settings in the United States and there is a dearth of information in the professional literature about the adequacy of instruction for these youth. Moreover, during the recent COVID-19 pandemic (2020-2022), access to education was abridged for many youth including those in juvenile correctional facilities (JCFs). This dissertation addresses the adequacy of academic instruction in juvenile corrections with a specific focus on mathematics instruction for youth receiving special education services. After an introduction to the topic in this first chapter, Chapter II presents a systematic review of academic and vocational interventions in juvenile correctional facilities (JCFs). Chapter III presents a descriptive study of special education mathematics teachers in JCF. Among other things the survey attempted to provide a snapshot of curriculum choices, instructional contexts, instructional adaptations for students with disabilities, and barriers to instruction for students during the initial weeks (March 20, 2020, through July 31, 2020) of the COVID-19 pandemic. The survey was framed by the existing literature on evidence- based mathematical curriculum and instructional approaches found to be successful in traditional secondary school settings. Results showed that the 31 respondents infrequently used state and locally based curriculum, frequently incorporated the use of student calculators when teaching, and found only a few barriers to teaching during the initial weeks of COVID-19 pandemic.Chapter IV provides suggestions to practitioners working in JCFs in preparation for any future health emergency. While directed at special education mathematics teachers and administrators in these facilities, other practitioners who work in JCFs could benefit from these tips. Proactive planning is a theme present in all the suggestions created in response to the concerns and needs presented by both administrators and teachers working in JCF at the start of the COVID-19 pandemic. Chapter V summarizes and synthesizes information from the systematic literature review, the empirical study presented in Chapter III, and the suggestions for practitioners presented in Chapter IV. The final chapter also discusses implications that flow from the elements of the dissertation and suggests areas for future research.Item EXAMINING SECONDARY MATHEMATICS TEACHER CANDIDATES’ LEARNING AND ENACTMENT OF MATHEMATICS TEACHING PRACTICES: A MULTIPLE CASE STUDY(2016) Grosser-Clarkson, Dana Lynn; Chazan, Daniel; Valli, Linda; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This qualitative case study explored three teacher candidates’ learning and enactment of discourse-focused mathematics teaching practices. Using audio and video recordings of their teaching practice this study aimed to identify the shifts in the way in which the teacher candidates enacted the following discourse practices: elicited and used evidence of student thinking, posed purposeful questions, and facilitated meaningful mathematical discourse. The teacher candidates’ written reflections from their practice-based coursework as well as interviews were examined to see how two mathematics methods courses influenced their learning and enactment of the three discourse focused mathematics teaching practices. These data sources were also used to identify tensions the teacher candidates encountered. All three candidates in the study were able to successfully enact and reflect on these discourse-focused mathematics teaching practices at various time points in their preparation programs. Consistency of use and areas of improvement differed, however, depending on various tensions experienced by each candidate. Access to quality curriculum materials as well as time to formulate and enact thoughtful lesson plans that supported classroom discourse were tensions for these teacher candidates. This study shows that teacher candidates are capable of enacting discourse-focused teaching practices early in their field placements and with the support of practice-based coursework they can analyze and reflect on their practice for improvement. This study also reveals the importance of assisting teacher candidates in accessing rich mathematical tasks and collaborating during lesson planning. More research needs to be explored to identify how specific aspects of the learning cycle impact individual teachers and how this can be used to improve practice-based teacher education courses.Item Teaching Mathematics Through An Integrated Caring Approach: Examining the Process of Building Pedagogical Relationships in One Fourth-Grade Classroom(2014) Tseng, Nancy; Edwards, Ann R; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although there is wide consensus in the field of mathematics education that the teaching and learning of mathematics is a social, interactive, and relational practice, less attention has explicitly examined the role of the student-teacher relationship in the classroom or why this relationship matters for student learning. A central goal of this dissertation was to understand how teachers build productive working relationships with their students through their mathematics instruction and investigate how this relationship influences mathematics learning, with particular respect to student participation and mathematical dispositions. Using practitioner inquiry and design-based research methods, I took up the role of teacher-researcher to detail and surface the work involved in establishing pedagogical relationships that aim to support ambitious and equitable student learning outcomes. I designed an organized pedagogical approach to mathematics practice called an integrated caring approach (ICA) and implemented this approach in one fourth-grade classroom during a 12-week classroom-based intervention. Drawing from the theoretical lens of care, the framework of ICA conceptualizes the work of building relationships along the three dimensions of personal, mathematical, and political care. Primary data sources include a teacher-reflective journal, transcripts of audio-recorded lessons, and student surveys and interviews, which were contextually supplemented by lesson plans and student artifacts. Findings reveal that pedagogical relationships served as an instructional resource that enabled me to make opportunities to learn more accessible for students and attend to students' mathematical experiences in the classroom. Analysis indicates the instructional practices that emerged from ICA supported students' willingness to participate in mathematical discussions and fostered the development of positive student dispositions. Findings also suggest that students' experiences with ICA varied across the classroom and were influenced by their conceptions of the discipline and mathematical competence, peer relationships, and the recurrent presentation of learning opportunities during the intervention. This research provides insight into the deliberate and complex work involved when teachers strive to establish and maintain productive relationships with their students in service of ambitious and equitable learning outcomes. Moreover, this study identifies caring pedagogical relationships as a potentially valuable instructional mechanism to make opportunities to learn more accessible for students in mathematics classrooms.Item Mathematics Teachers' Interpretations of Messages in Curricular Resources and the Relations of These Interpretations to Their Beliefs and Practices(2008-07-28) Graybeal, Christy Danko; Fey, James T; Graeber, Anna O; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The curricular materials that teachers use, the assessments that teachers are required to administer, and the professional development activities in which teachers engage all contain messages about mathematics and mathematics teaching. The recent emphasis on both reform-oriented teaching and high-stakes testing in mathematics has increased the number and intensity of competing and conflicting messages. This qualitative study used survey, observation, and interview research methods to explore the messages that five experienced, elementary certified, middle school mathematics teachers interpreted from a variety of resources and the ways that those interpretations related to their beliefs and practices. The teachers in this study interpreted messages in eleven themes. Four themes--Concepts and Procedures, Question types, Source of solution methods, and Technology--created the most tension for the teachers. In general, when the teachers agreed with messages from professional resources about mathematics curriculum and teaching, they attempted to reflect those messages in their practice. However, the resources often lacked supports necessary for the teachers to follow through with the messages in their practice. When the teachers disagreed with particular messages they sometimes consciously decided to not reflect those messages in their practice. But usually the messages were so pervasive that the teachers were not able to ignore them. At times they felt obliged to reflect all of the messages in their practice, regardless of their personal beliefs. The amount of support that the resources provided for teachers was a strong indicator of the degree to which the teachers were successful in reflecting the messages in their practice. Frequently the resources only superficially presented messages to the teachers. This phenomenon was especially apparent when the messages were reform-oriented messages. The study suggests that curriculum and policy writers need to consider the consistency of their messages, be more specific about their intentions, and provide more support to teachers as they try to translate recommendations into practice. Additionally, teacher educators and providers of professional development need to help teachers learn to critically examine curricular resources so that they can more consciously make decisions about to which messages they will attend.Item An Investigation of the Factors that Influence Reform Implementation Practices of Middle School Mathematics Teachers(2007-12-12) Trenkamp, Kara Karch; Graeber, Anna; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)For over fifty years, researchers, politicians, policymakers, and educators have struggled with the issue of education reform. While these efforts have made some mark on the field of education, few, if any, have succeeded in changing the teaching and learning that goes on in classrooms at the level we would like to see. By studying a case where reform efforts are high and a case where reform efforts are minimal, researchers can better understand some of the key factors in implementing a reform initiative. The purpose of this study was to describe the conditions under which educational reform can be implemented and sustained, and the conditions under which educational reform can be hindered and restrained. Specifically, this study sought to identify the key factors that influence reform implementation practices of middle school mathematics teachers as they implement a comprehensive school reform program, the Baldrige in Education reform. In addition, this study sought to determine the impact of this reform implementation on student achievement in mathematics over time. This study used a mixed methods approach in order to fully investigate three questions: What factors contribute to the variability of teachers' reform practices?; What is the impact of the Baldrige in Education reform initiative on schools' student achievement?; and What are some of the key factors that reportedly influence reform implementation practices of middle school mathematics teachers as they implement the Baldrige in Education reform initiative The results from analyses using hierarchical linear modeling indicated that one significant factor that influences teachers' implementation practices is whether or not they believe their students learn more as a result of the reform. Findings from analyses using ANCOVA in order to determine the impact of the reform on student achievement at the school level indicated that there was no impact on students' mathematics achievement (as measured by state standardized test scores) that could be attributed to Baldrige alone. A case study analysis of two middle schools revealed seven influential factors on teachers' reform practices. They included: Leadership; Accountability; Knowledge; Coherence; Time; Core Beliefs; and Perceived Behavioral Control.Item Investigating Teachers' Experiences with the History of Logarithms: A Collection of Five Case Studies(2006-03-17) Clark, Kathleen Michelle; Graeber, Anna O; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated five secondary mathematics teachers' efforts to study and use the history of a specific topic. A professional development experience, constructed to reflect the features of effective professional development identified by Garet, Porter, Desimone, Birman, and Yoon (2001) and Smith (2001), was designed to engage teachers in the study of the historical development of logarithms. Modifications of activities found in the Exponentials and Logarithms module (Anderson, Berg, Sebrell, & Smith, 2004), as well as various print and electronic resources, were used during the professional development. Two primary research questions guided the study. First, the study addressed how teachers with different background knowledge and experiences responded to the professional development. Second, the study investigated how teachers' background variables and experience with the professional development influenced the teachers' personal mathematical knowledge and instructional practice. Exploratory case study methodology was used to describe the experiences of five participants; four teaching in a public high school and one teaching in a private day school. Data sources used in the case study included teacher background, attitudes, and content knowledge instruments; participant observation during all professional development sessions and classroom instruction (during a unit on logarithms); and semi-structured interviews. The study found that engagement during the professional development sessions was stronger on the part of participants who reported high participation in previous professional learning activities and who were able to consider alternatives for dealing with the barriers to incorporating the history of logarithms. Similarly, the extent to which participants incorporated the history of logarithms during their instruction was directly related to the extent of their engagement during the professional development. Lastly, the two teachers with the strongest professional development engagement and implementation of the history of logarithms exhibited the most improvement in content knowledge. The study conveyed important information for what Barbin (2000) indicated is essential for qualitatively analyzing "the changes that can occur when history has a place in the teaching of mathematics" (p. 66).Item Found in translation: A comparison of American, German, and Japanese mathematics texts and exercises(2004-08-12) Conklin, Mike; Chazan, Daniel I; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study compares mathematics textbooks and accompanying exercises from Germany, Japan, and the United States. Two grade-9 mathematics texts from both Germany and the United States are investigated in addition to one Japanese text. The textbooks are compared using a number of characteristics: size, weight, organizational structure, page length and certain formatting measures. The exercises, which were taken from those chapters containing lessons with a focus on the Pythagorean Theorem, were analyzed using specific categories of criteria: sentence length and type, contextual features, response expectations, and the exercises' cognitive requirements. Comparisons of the books and exercises were used to address two primary research questions. One, how do American textbooks cover so many more topics than those books from other countries? Two, how does the nature of the exercises vary from country to country? Following a presentation of data, the research questions are addressed and future areas of study are discussed.