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Final Dissertation.pdf (2.64 MB)

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Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education

Graham, Erin Nicole
http://rave.ohiolink.edu/etdc/view?acc_num=kent1619109776993371

Abstract Details

2021, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
It is well documented that mathematics achievement is an important predictor of many positive life outcomes like college graduation, career opportunities, salary, and even citizenship. As such, it is important for researchers and educators to help students succeed in mathematics. Although there are undoubtedly many factors that contribute to student success in mathematics, much of the prior research and intervention development has focused on instructional techniques. Indeed, even a cursory glance at many educational journals and granting agencies reveals that there is a large amount of time, energy, and resources being spent on determining the best way to convey information through direct, declarative instruction. The current project was motivated by recent calls to expand the focus of research in mathematics education beyond direct, declarative instruction. The overarching goal of the presented series of experiments was to evaluate the efficacy of two novel mathematics interventions designed using principles taken from the literature on non-declarative learning. The first intervention (Experiments 1a, 1b, and 2) used errorless learning and structured cue fading to help college students learn to factor polynomials. The second intervention (Experiments 3 and 4) used errorless learning and structured cue fading to help second grade students improve their understanding of symbolic magnitude. This project also investigated the efficacy of both interventions for students who are disadvantaged in the traditional mathematics classroom: those with working memory deficits and math anxiety.
Christopher Was, Ph.D. (Committee Chair)
Clarissa Thompson, Ph.D. (Committee Co-Chair)
145 p.
Psychology
working memory, math education, declarative learning, implicit learning, procedural learning, math anxiety, symbolic magnitude

Recommended Citations

Citations

  • Graham, E. N. (2021). Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619109776993371

    APA Style (7th edition)

  • Graham, Erin. Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education. 2021. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1619109776993371.

    MLA Style (8th edition)

  • Graham, Erin. "Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education." Doctoral dissertation, Kent State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619109776993371

    Chicago Manual of Style (17th edition)

kent1619109776993371
191
© 2021, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.