This study examined how metacognitive knowledge and locus of control are associated with understanding mathematical jokes in students with and without learning disabilities. This study looked at a sample of 60 ninth-grade students of which 30 had a learning disability diagnosis and 30 had no learning disabilities. Students were tested using three…

This study investigates the effects of teaching mathematics supported by problem-posing strategies on fourth-grade students' problem-posing skills. This study also seeks to determine students' views about the process. To this end, the study employed an explanatory sequential design, a mixed method that incorporates collecting quantitative and…

Learning does not occur through one-way lecturing. Rather, it occurs through reciprocal interactions. This means that a student's response to a teacher's guidance is critical in their learning. Moreover, it has been known that student learning can be influenced by school mean SES (socioeconomic status) insofar as it impacts the shared learning…

The purpose of this capstone was to explore the processes in attempting to design a culturally relevant, high-quality digital mathematics curriculum (DMC) and to provide recommendations for a strategic plan to evaluate the design and revision processes. The DMC initially aligned with three foundational frameworks, addressing the challenge of…

The purpose of this concurrent mixed methods action research study was to investigate the impact of new technology-enhanced Dual Enrollment (DE) math courses on students' perception of college courses, the influence the technology-enhanced DE had on students' intention of going to college, and the students' perception of the technology-enhanced DE…

Teacher perceptions are crucial in integrating technology in high school algebra classes. The problem was the limited inclusion of technology in algebra classes because of the traditional approach to teaching algebra. There is a gap in the literature regarding the influences of teachers' fixed or growth mindsets on their perceptions. The purpose…

Teachers' attitudes and intentions play an integral role in the integration of technology into their lesson designs for mathematics. All K-8 students at the research site are now one to one with a device, either a tablet or laptop, depending on their grade level. It is up to teachers to determine how and when to integrate technology into their…

Students with disabilities often encounter challenges when solving mathematical word problems. This case study used an Improvement Science approach in a 15-week Plan-Do-Study-Act cycle where leadership approaches and collaborative structures were utilized to support teachers as they implemented problem-solving and goal-setting strategy to help…

The purpose of this mixed method study is to determine the effectiveness of the corequisite model on collegiate mathematics developmental education. Corequisite models are designed to allow students who place into pre-college level courses to complete the prerequisite material and college-level coursework simultaneously in their first semester.…

Mathematics is integral to today's world, but many students fear solving arithmetic problems. In the U.S., more than 82% of students in grades 7th through 10th fear math. In 2021, 80% of Florida high school students failed Algebra I end-of-course exam. Math anxiety has negatively impacted students' social cognitive, and academic skills. This basic…

The goal of this qualitative single case study was to explore the effects of expressive writing as a self-regulation strategy in a suburban high school algebra classroom for reducing self-reported math anxiety. A variety of stressors related to the school environment impact adolescents, including peer dynamics, stress from the high school…

In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were…

A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond…

The author explored the extent to which policy could be a source of sustainable professional development for elementary teachers' mathematical knowledge for teaching. The study involved three policies in England: the National Numeracy Strategy and the Primary National Strategy, introduced in response to concerns regarding mathematics teaching and…

This dissertation aimed to investigate the effectiveness of educational technology tools on high school students' Algebra I fundamental skills from the perspectives of high school mathematics teachers. A mixed-methodology approach, including online surveys and open- ended questions, was used to capture the teachers' perspectives. The study…