C&I, Secondary Mathematics Candidates

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Secondary Mathematics MS presentation titles, abstracts and session times:

CANDIDATE

Presentation Time/Session

MS Project Title

MS Project Abstract

Brock Anderson

Session 2:  From the Teacher Lens

Direct Instruction vs. Discovery-Based Learning: Finding a Balanced Approach to Instruction in the Mathematics Classroom

Since the early 20th century, two sides have emerged from the debate over how we should be instructing our secondary ed math students: Direct Instruction supporters and Discovery-based learning advocates. As a soon-to-be first year teacher, this research was critical in determining the instructional approach that I and other teachers should use in order to be most effective. After reviewing research comparing and analyzing the two strategies, as well as literature that explores the positives and negatives of each, I have determined that a hybrid model is the best way to educate math students. By combining the efficiency and clarity of direct instruction with the deep and meaningful connections that discovery-based learning fosters, educators are able to offer an instructional style that is both effective and equitable for all students in the math classroom.

Buddy Baer

Session 1:  Assessment Reimagined

Check Marks: Using Effective Written Feedback as a Tool of Growth and Learning

My capstone research focuses on how to make written feedback an effective and impactful tool for teachers to promote growth and learning in secondary education. I look at the current misconception and mistakes made in written feedback. I challenge the thought that effective feedback is time consuming and generally ignored by students. Provide studies of effective written feedback components as evidence this is a tool that benefits both teacher and students. Finally, I suggest classroom and curriculum supports that need to be in place for teachers to use written feedback in an effective way that promotes reflection, growth and learning.

Kayla Bublitz

Session 2:  Safe space for identity

The Missing Variable: Building an Identity Safe Classroom through Mathematical Warm Ups

An identity safe classroom in which students feel valued as learners and unique individuals is essential to students’ success in the mathematics classroom. Equitable and authentic warm ups can be used as a tool to engage learners as they walk in, open the door to success and set the tone for the remainder of the class. This presentation explores how the benefits of warm ups work to construct an identity safe classroom.

Tanner Ebben

Session 1:  Finding Equity in the classroom

Complex Instruction: A Solution to Equalizing Status in Mathematics Classrooms

Complex instruction is an equity-driven educational practice which addresses the inherent sociological problems in doing small group work. According to expectation states theory, differences in social status between students cause differing levels of participation which diminishes access for low-status students. Complex instruction provides a number of solutions to equalize status and improve access through the use of true group tasks and multidimensionality.

Erica Kaphengst

Session 1:  Examining the role of community

o Student-Teacher Relationships In a Mathematics Classroom: What They Look Like, Sound Like, Feel Like

Educational psychology research has long been interested in understanding the negative student impressions of mathematics that permeate the math classroom, but only recently has it begun to consider the role that student-teacher relationships may have in influencing those impressions. This paper compiles that various research that further investigates this potential influence.

The Care Theory demonstrates that beneficial teacher-student relationships are characterized by teachers both ascertaining and subsequently assuming the student’s needs and goals as their own. In doing so, the teacher is recognized by the student as a “care-er” and supportive figure, which is thought to create an enjoyment and comfort in the classroom that then fosters greater student engagement and ultimately success. Research interested in specifically examining students’ impression of the math classroom has used the Care Theory as a foundational starting point. Much of this research is focused on determining how students form such a negative attitude surrounding mathematical learning in the first place. The generally accepted theory is that negative feelings of math are actually caused by a cyclic association between math-related anxiety and avoidance tactics that stem from said anxiety. This tension is exacerbated by a number of factors including timed tests, subpar instructional methods, negative perceptions of instructors, and poorly explained challenging concepts, all of which contribute to an extreme negativity towards math. Much of the literature suggests that one mechanism to both prevent and dismantle math anxiety in students is to improve the quality of student-teacher relationships. This can arguably be achieved through multiple mechanisms, but the literature agrees that it involves creating a bond of care, trust, and safety between students and teachers both inside and outside the classroom. This presentation will speak to how this relationship can be utilized specifically in a classroom; in other words, what a strong student-teacher relationship can look like, sound like, and feel like in a mathematics classroom to help students improve in a multitude of ways in regards to math.

Gage Meyer

Session 1:  Pedagogy, the craft of teaching

An Analysis of Ability Grouping in Intermediate and Secondary Mathematics: Why Detracking Is Not Enough

This article examines ability grouping in intermediate and secondary mathematics classes, specifically regarding the use of tracking or detracking, and the effects of such grouping on learners of varying ability levels. A synthesis of existing literature suggests a host of reasons relating to why low-achieving students tend to benefit from heterogeneous mixed-ability classes used in detracked classes as opposed to homogeneous ability classes utilized in tracked classes. This article makes the assessment that, while detracking mathematics at the middle and high school level is typically associated with greater equity, the use of detracking by itself is insufficient in providing equal opportunity for success in mathematics. Consequently, several recommendations are made to improve the efficacy of detracking in mathematics and encouraging success for diverse populations of learners.

Matthew Rosandich

Session 2:  Building Inclusivity

One to One Technology: Creating Classroom Community, Increasing Engagement and Building Mathematical Understanding

This article explores the opportunities of one to one technology to create a classroom community, increase engagement, and build mathematical understanding. The featured literature stem from one to one classroom studies (K-12 and college) in association with classroom community, engagement and mathematical understanding. The article proposes how a more technology inclusive classroom has potential to be used in innovative ways to fulfil the aforementioned three. With one to one technology in classrooms we can be more focused on relationships, be more student centered and fill gaps in mathematical knowledge. Due to this fact, it is time to stem away from the traditional classroom and enter a new pedagogical era.

Zach Schickert

Session 1:  Student's Relationship with content

Relational Nature of Math Classrooms: Using Teacher-Student Relationships to Shape Students’ Relationships with Mathematics

This research explores the role that teacher-student relationships play in high school students’ relationships with mathematics, and ideas for how teachers can utilize teacher-student relationships to improve students' relationships with the subject. The author performed a review of the literature on teacher-student relationships and the math classroom, including subtopics like mathematics achievement, mathematical self-efficacy, math attitudes, caring relationships, and student perceptions. The author’s review of the literature highlights a broad consensus that strong teacher-student relationships improve students’ relationships with the subject, but a dearth of research exists providing practical guidance for teachers aiming to improve student attitudes. The author argues that an important connection underlying all of the subtopics of literature is the role of student perceptions within the math classroom, and that the disconnect between teacher and student perceptions plays an important role in students' relationships with mathematics. The author identifies literature that provides opportunities for teacher self-reflection, and concludes with recommendations to mitigate disconnects in teachers and students’ perceptions.

Nathan Wollenweber

Session 2:  Project-based learning

The Role of Project-Based Learning in Making Math Accessible and Transferable

This project discusses the role of project-based learning in helping students both develop useful skills outside the math classroom as well as learning math in a way that makes the subject applicable outside the classroom. It discusses the current state of project-based learning as well as the theories behind it. It then details how these theories are leveraged in the development of students into lifelong learners who can apply the skills and knowledge they learned in school to their lives outside school.

Zhibo Zhang

Session 2:  Stretching student understanding

Storytelling as an Alternative Tool to Teaching Secondary Mathematics for Understanding.

This paper discusses how to effectively use storytelling in teaching secondary mathematics for understanding. While the benefits of storytelling for mathematical understanding may be better articulated at the elementary level, its use at the secondary level is understudied. This paper focuses on how teaching secondary mathematics for understanding through storytelling can serve as a powerful tool to enhance students’ understandings. The literature reviewed includes two parts: (1) the cognitive model underlying mathematics for understanding and the mathematical elements involved in the process of understanding; and (2) Analyzing how storytelling --and the different kinds of stories that can be told--can directly meet the requirements for teaching mathematics for understanding. While the benefits of storytelling in the secondary mathematics classroom remain understudied, this paper explores a potentially effective alternative approach for teachers to build students’ understanding that merits further research.