Browsing by Subject "math"
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Item A Study of Conceptual and Mathematical Knowledge in Introductory Mechanics Courses(2013-09-09) Van Dyke, Michael DavidMuch of current physics education research involves the use of the Force Concept Inventory, commonly referred to as the FCI. The FCI is a conceptual inventory examination used to study student comprehension and learning of introductory mechanics. These studies often focus on comparisons between increases in performance on pre-course and post-course FCI results for two statistically significant samples; one using a traditional course structure or teaching method and the other using different techniques. This study contains a complete statistical analysis of the FCI in order to determine its validity as a metric for measuring course success and student learning within the context of introductory mechanics courses. All the data is from students enrolled in one particular variety of Physics 218 at Texas A&M University during the Fall 2011 semester. In particular, the analysis is done for a single statistically significant sample in order to more closely examine the relationships between the FCI, mathematics skills, and student performance. It is shown that the FCI is not a valid metric for measuring student learning within an introductory physics course and that incoming mathematics skills play a critical role in student performance.Item Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students(2009-05-15) Mowen, Diana L.Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the partnering of teachers with professionals in math and science careers. One such program is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this research stems. The intent of the program was to match middle school teachers with graduate students preparing for careers in science, technology, mathematics, or engineering fields. The graduate students spent ten hours a week in classrooms, interacting with teachers and students. Improved student performance in math and science, improved teacher content knowledge, and improved graduate student communication skills were expected program outcomes. This research assessed the impact of program participation on the teachers and graduate students involved. Data were collected from 33 middle school teachers and 33 graduate students over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related groups and issues and summative program evaluations. Major findings of the research included: 1. Teacher knowledge, experience, and comfort levels with education related groups and issues did not change significantly because of participation in the program. 2. Graduate students experienced a decrease in knowledge, experience, and comfort level with several education related groups and issues from the beginning of the school year to the end. Knowledge decreases were noted with the following groups and issues: a. High school students b. Teaching college students c. Theories of learning d. Planning a project e. Following through on project tasks Experience level decreases were noted with the following groups and issues: a. Science education reform b. Current issues in K-12 education c. Teaching college students d. Theories of learning e. Assessing student learning Comfort level decreases were noted with the following groups and issues: a. Elementary school students b. University faculty engaged in K-12 education c. Science education reform d. Teaching college students e. Theories of learning f. Evaluating educational activities 3. Graduate student gender, race, and age were not found to be predictors of success in this partnership program.Item Session J3A | Learn the history, math, and benefits of juggling (as well as how to juggle!)(Texas Digital Library, 2022-05-25) Clark, PhilipCome learn how to juggle! Juggling is good for the mind and body. Bring 3 similar-sized objects you can safely drop (and won’t damage other things.) The best option is medium sized bean bags– but tennis balls, limes, a plastic bag of dried beans securely tied, or anything else you can find will work. We’ll look at the history, math, and benefits of juggling. Take a break and learn how to juggle and do a few tricks!Item Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors(2012-12-06) Edwards, Joshua 1976-Test anxiety can act as a major inhibitor for students to perform to their ability. Students can find that what life decisions they are going to be afforded is going to be determined by a series of multiple choice mathematics questions. There must be a way to deal with their test anxiety so that the true nature of their knowledge is displayed, and in the process promote learning. Meditative breathing, stretching, and physical activity have been shown to reduce stress. Furthermore, physical activity has also shown an effect on behavioral and cognitive states. This study investigates if these activities can be used in the classroom to promote learning and achievement within a mathematics course. In order to find students who share a minimum level of physical fitness and operate under some of the most stressful conditions possible, the participants were chosen from mathematics courses taught to sailors while on deployment. Two same class ships were chosen to be a part of the study. Each ship had courses split into exercise groups and a control group. Students were given a pre-test followed by eight weeks of instruction and then a post-test, interview data was collected after the course. During the instruction, weekly reviews were set so control groups were rewarded with points for correct answers and exercise groups were tasked with physical activity for incorrect answers. Study A found that post test scores were not significantly different between the exercise and control group. However, the exercise group did attend more tutoring events than their counterparts. Interview data did indicate students in the exercise group felt a greater sense of engagement, fun, and camaraderie. Based upon variations in mathematic exposure between the two groups another study was planned to find participant groups that were closer reflections of each other. Study B was conducted with a more reflective representation of student math background. The results found that the exercise group scored higher in post-test and tutoring events than the control group. Interview data also showed consistent results with Study A, where the exercise group reported a greater sense of engagement, fun and camaraderie.