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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.




In any instructional situation, the instructor's goal is to maximize the learning attained by students. Drawing on the adage, 'we learn best what we have taught,' this action research project was conducted to examine whether students, in fact, learned college algebra material better if they taught it to their peers. The teaching-to-learn process was conducted in the following way. The instructor-researcher met with individual students and taught a college algebra topic to a student who served as the leader of a group of four students. At the next step, the student who originally learned the material from the instructor met ...

Contributors
Nicoloff, Stephen James, Buss, Ray R, Zambo, Ronald, et al.
Created Date
2011

The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression through a set of problem solving solution strategies on the mathematics problem solving abilities of 2nd grade students. Students worked in class with partners to complete a Cognitively Guided Instruction-style (CGI) mathematics word problem using a dictated solution strategy five days a week for twelve weeks, three or four ...

Contributors
Spilde, Amy, Zambo, Ronald, Heck, Thomas, et al.
Created Date
2013

ABSTRACT The early desire for and the pursuit of literacy are often mentioned in the teeming volumes devoted to African-American history. However, stories, facts, and figures about the acquisition of numeracy by African Americans have not been equally documented. The focus of this study was to search for the third R, this is the numeracy and mathematics experiences of African Americans who were born in, and before, 1933. The investigation of this generational cadre was pursued in order to develop oral histories and narratives going back to the early 1900s. This study examined formal and informal education and other relevant ...

Contributors
LaCount, Marilyn Ruth, Zambo, Ronald, Flores, Alfinio, et al.
Created Date
2014

ABSTRACT There is a continuing emphasis in the United States to improve student's mathematical abilities and one approach is to better prepare teachers. This study investigated the effects of using lesson study with preservice secondary mathematics teachers to improve their proficiency at planning and implementing instruction. The participants were students (preservice teachers) in an undergraduate teacher preparation program at a private university who were enrolled in a mathematics methods course for secondary math teachers. This project used lesson study to engage preservice teachers in collaboratively creating lessons, field testing them, using feedback to revise the lessons, and re-teaching the revised ...

Contributors
Mostofo, Jameel (Jim) Richard, Zambo, Ronald, Elliott, Sherman, et al.
Created Date
2013