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. |
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. |
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. |
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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. |