Kathleen Cage Mittag’s research while affiliated with Georgia Southern University and other places

... This misinterpretation stems from a poor understanding of zero, which, according to the participants, was not considered a positive number. Previous studies (Jupri & Gozali, 2021;Ponce, 2008;Taylor & Mittag, 2015) have similarly shown a lack of understanding in this area. More concerning is that many teachers in schools either do not correct this misconception or are unaware that it needs correcting. ...

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Common Misconceptions About Absolute Value and Related Thinking Strategies

... It is also partly because opposition to reform has meant that energy has been devoted to providing empirical evidence of retention and pass rates rather than to exploring the educational outcomes in depth. Thus the evaluation component of calculus reform has tended to consider success rates of reform versus traditional calculus students (Keynes et al, 1996, Johnson, 1995 or at student evaluation of reform courses (Mittag, 1996). Most of these have shown results that favour calculus reform. ...

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A learning theory approach to students' misconceptions in calculus /

... It is not surprising that a student who is challenged by remembering how to multiply or divide fractions, would struggle with fraction concepts needed in using unit factors to complete calculations or a student who is still a novice at manipulating numbers using scientific notation might not realize that reporting a protein's molar mass as 5.003 Â 10 À3 g mol À1 is nonsensical. A calculator could be used to do number crunching in each of these cases but cannot help the student set up the problem or provide an understanding of scale (Barouch, 1997;Jones and Taylor, 2009;Mason et al., 2004). ...

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Impact of arithmetic automaticity on students' success in second-semester general chemistry

... An essential component of effective teaching is the teacher's competence in understanding fractions (Zientek, Younes, Nimon, Mittag, & Taylor, 2013). Student achievement has been linked to teacher's mathematics knowledge, ability and performance (Hill, Ball, Blunk, Goffney, & Rowan, 2005). ...

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Identifying Student Mathematical Misconceptions by Exploration of Student Responses An exploration of Year 4 and Year 8 student understanding of fractions in the context of Aotearoa|New Zealand

... Eighteen publications reported or contained misinterpretations regarding the measurement level. Five of these publications reported people referring to a normal distribution-which is only possible for numerical datawhile the measurement level of the data was nominal or ordinal Humphrey et al., 2014;Kaplan et al., 2014;Redfern, 2011;. Nine publications reported or contained 'histograms' with nominal or ordinal measurement level (e.g., Tiefenbruck, 2007;Watts et al., 2016;Wong, 2009). ...

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Conceptual difficulties when interpreting histograms: A review

... Women and Hispanics withdrew at higher rates than men and non-Hispanics even though the course grades of women who completed the course were significantly higher on all exams grades than their male counterparts (Mason & Mittag, 2001). In 2009, National Center for Education Statistics (NCES) reported about 57% of college students were female (Habley et al., 2012) and in 2017, NCES continued to report that 57% of the total were female. ...

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Is the STEM gender gap closing?

... The authors found that student performance was slightly significant. Collins and Mittag (2005) investigated the use of calculators in mathematical statistics tests. The authors found that the use of calculators did not appear to improve undergraduate students' mathematical performance in statistics classes. ...

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The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

... Similar to the findings of this study, various studies indicate that students mostly prefer factorization rather than the other methods when the quadratic equation is factorable (Bosse & Nandakumar, 2005;Didiş et al., 2011). However, this method does not allow for developing conceptual meaning of quadratic equations and students memorize the procedures and formulas to solve them (Taylor & Mittag, 2001). Students may see solving quadratic equations as calculations since they mainly made operations using symbols. ...

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High School Students' Achievement of Solving Quadratic Equations

... Mathematics courses play an impactful role in undergraduate students' progress because they are prerequisites for many science and engineering majors and act as a gateway to a variety of other STEM disciplines (Olson et al. 2012). The instructional approaches used by mathematics instructors matter, and active learning has been shown to positively impact student performance, retention, and attitudes in college level mathematics courses (Adams and Dove 2018;Lindaman 2007;Norwood 1995;Roddick 2001;Alsardary and Blumberg 2009;Maggelakis and Lutzer 2007;Mittag and Collins 2000;Kogan and Laursen 2014). For years, many mathematicians have been advocating for an increase of active learning in their post-secondary courses (Braun et al. 2017;Natasha et al. 2005). ...

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The Views of GTAs Impacted by Cross-Tiered Professional Development: Messages Intended and Received

... The unexpected higher correlation when calculators were not used led the NSA team to further investigations. As is well-documented, Chem 1 to Chem 2 courses report historically high DFW rates (students who make grades of D or F or withdraw from a course) (Martin, 1942;Hovey & Krohn, 1958;Rowe, 1983;McFate & Olmsted, 1999;Legg, Greenbowe, & Legg, 2001;Mason & Mittag, 2001;Wagner, Sasser & DiBiase, 2002;Reardon et al., 2010;Ford, Broadway, & Mason, 2023). The diagnostic used in this study goes beyond arithmetic skills. ...

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Importance of Academic Legacy on Student Success in First- and Second-Semester General Chemistry