Elizabeth City State University Undergraduate Research Experience
2014 - 2015
Enhancing Parent Involvement in NC-CCSS for K-2 Mathematics at P. W. Moore Elementary School
ABSTRACT
In this study, the 2015 REU mathematics team from Elizabeth City State University (ECSU) extended on research done by the 2014 summer Research Experience for Undergraduates (REU) mathematics team. A workshop was provided to assist parents to a better understanding of student homework assignments on the North Carolina Common Core State Standards for K-2 Mathematics. Parent involvement is defined as parent participation in the educational processes and experiences of their children. A chi-square analysis was used to analyze data collected from a pre survey and post survey administered to participants in the workshop. The study revealed all of the individual components of parent involvement were positively and significantly related to educational goals. The study identified various aspects of parent involvement that yielded statistically significant results in affirming that parent involvement attributed positively to urban student achievement. These findings were particularly helpful for indicating which kinds of parent involvement influenced academic success. Remarkably, parent expectations and styles demonstrated a strong relationship with scholastic outcomes. Parent expectations and styles created an educationally oriented ambience that established an understanding of certain level of support the child needed to succeed academically. The REU mathematics team focused on three essential questions in this study: (1) What practices will increase parent awareness of K-2 NC-CCSS for mathematics at P. W. Moore Elementary School? (2) What methods can be used to strengthen parent skills in assisting with mathematics homework assignments at P. W. Moore Elementary School? (3) What actions can be taken to motivate parent involvement in the school improvement process focusing on mathematics at P. W. Moore Elementary School?
http://nia.ecsu.edu/ur/1415/teams/math/
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Elizabeth City State University Undergraduate Research Experience
2013-2014
Successful Transition from Math Eight to Math I
ABSTRACT
North Carolina adopted the North Carolina Common Core State Standards (NCCCSS) in K-12 Mathematics and K-12 English Language Arts on June 2, 2010 that were released by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. With the adoption of these state-led education standards, North Carolina is in the first group of states to embrace clear and consistent goals for learning to prepare children for success in college and work. Under the Mathematics Standards, Math I, commonly known as Algebra I, is considered the gatekeeper for students who are college or career ready. There is a significant need to encourage and prepare a higher percentage of minority and non-traditional high school students to pursue careers in the areas of science, technology, engineering and mathematics (STEM) on a national level. High school freshman from schools the twenty-one county region that falls under the school divisions assigned to Elizabeth City State University (ECSU) consistently perform poorly in Math I on the End of Course (EOC) state test annually. This team will seek to examine the challenges to be overcome by eighth grade students to be successful on the Math I state assessment taken at the conclusion of their first semester in five high schools located in three selected school divisions that are in close proximity to ECSU. The Math Team will focus on the skills of North Carolina students that are required to successfully transition from Math 8 to Math I in the North Carolina Common Core Standards for Mathematics.
http://nia.ecsu.edu/ur/1314/teams/math/index.html |
Rearch Experience for Undergraduates in Ocean, Marine, and Polar Science
Summer 2013
Using Common Core State Standards of Seventh Grade Mathematics in the Application of NXT LEGO® Robotics for CReSIS Middle School Students
ABSTRACT
In 2010 Common Core Standards included critical content for all students in American education for forty-five states. Previously, every state had its own set of academic standards and students in each state were learning at different levels. In the new global economy, all students must be prepared to compete on a global basis. Students are expected to develop a deeper mastery of content and demonstrate what they know through writing and other projects. The North Carolina Department of Instruction's current curriculum and instruction are more student-centered with greater focus on skills, abilities, and a shift towards more performance assessments. This research was designed to focus on mathematical processes of the Common Core Standard in mathematics lesson plans for seventh grade students. A group of seventh grade students from two middle schools of Elizabeth City Public Schools in northeastern North Carolina were selected for this research at Elizabeth City State University (ECSU) for the Center of Remote Sensing of Ice Sheets (CReSIS). Pre and post test data were collected through student assessments and teaching observations to evaluate student growth in content knowledge, understanding and application. The REU Mathematics Teacher Team used mathematics strategies to teach various scientific, mathematical, and design concepts, through designing, by programming NXT LEGO® Robotics for the seventh grade level. The students received hands on experience for robotics construction and programming with application of mathematics, motion, and problem solving in a collaborative group setting.
http://nia.ecsu.edu/reuomps2013/teams/math/index.html |
Elizabeth City State University Undergraduate Research Experience
2012-2013
The Impact of 2006-2012 CReSIS Summer Research Programs that Influence Student's Choice of a STEM Related Major in College
ABSTRACT
Researchers, policymakers, business, and industry have indicated that the United States will experience a future shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this impending shortage, one of which includes increasing the representation of females and minorities in the STEM fields. In order to increase the representation of underrepresented students in the STEM fields, it is important to understand the motivational factors that impact underrepresented students' interest in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). In this paper, the mathematics research team examined the role of practical research experience during the summer for talented minority secondary students studying in STEM fields. An undergraduate research mathematics team focused on the link between summer research and the choice of an undergraduate discipline. A Chi Square Statistical Test was used to examine Likert Scale results on the attitude of students participating in the 2006-2012 Center for Remote Sensing of Ice Sheets (CReSIS) Summer Research Programs for secondary students. This research was conducted at Elizabeth City State University located in northeastern North Carolina about the factors that impact underrepresented students' choices of STEM related majors in college. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of underrepresented students.
http://nia.ecsu.edu/ur/1213/teams/math/index.html |
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