Your Name: Lauren Olsen

Capstone Project: Math

Citation/Reference Purpose of Study
Alkan, S., & Ada, T. (2023, June The purpose of this study was to reflect the
1). Digital Game Design Process digital game design process for the
for the Concept of Area. mathematical concept, area. The game was
International Journal for developed by researchers, students, and math
Technology in Mathematics teachers.
Education, 30(2), 55–73.
https://doi.org/10.1564/tme_v30
.2.1

Plangg, & Fuchs. (2022). A
Gender-Related Analysis of a
Robots’ Math Class. International
Journal for Technology in
Mathematics Education, 29(3),
143–163.
https://doi.org/10.1564/tmev29.
3.03
The purpose of this study was to investigate the
potential of using programmable robots in
mathematics education with a focus on gender
differences and investigating approaches that
include women and girls in the STEM field.
Ragusa, Huang, & Levonisova.
(2022, October). Improving
Middle School Science
Achievement, Literacy and
Motivation: A Longitudinal Study
of a Teacher Professional
Development Program. Journal
of STEM Education, 23(4), 49–62.
The purpose of this study was to evaluate the
effectiveness of a three year professional
development program. The goal of this study
was to investigate the impact of teacher
professional development on teachers' science
instructional performance and science teaching
efficacy, as well as their students' science
achievement, literacy in, and motivation for
science.

Lewanowski-Breen, E., Ni The purpose of this study was to investigate the

Shuilleabhain, A., & Meehan, M. long-term effects of participating in school-
(2020, December 22). Lesson based lesson study on the professional
study and the long-term impact community of mathematics teachers.
on teacher professional
community development.
International Journal for Lesson
& Learning Studies, 10(1), 89–
101.
https://doi.org/10.1108/ijlls-09-
2020-0059

Şanal, S. Z., & Elmali, F. (2023, The purpose of the study was to look at the
March 15). Effectiveness of impact of the Realistic Mathematics Education
realistic math education on Strategies Mobile App (REMSAM) on the
mathematical problem-solving mathematical problem solving performance of
skills of students with learning students with learning disabilities (LD).
disability. European Journal of
Special Needs Education, 1–18.
https://doi.org/10.1080/0885625
7.2023.2191110
Zhang, S., & Chen, X. (2022, This purpose of this study was to see how
December). Applying Artificial artificial intelligence could be used for early
Intelligence into Early Childhood math education. The goal was to introduce an
Math Education: Lesson Design instructional unit of math instruction for
and Course Effect. 2022 IEEE children aged 3-8. The course was delivered by a
International Conference on learning app, Zebra Al, where an intelligent
Teaching, Assessment and tutoring system was applied.
Learning for Engineering (TALE).
https://doi.org/10.1109/tale5487
7.2022.00109

Espinas, D. R., & Fuchs, L. S. The purpose of this study was to evaluate the
(2022, February 28). The effects effects of language instruction on mathematical
of language instruction on math development and how language ability can be
development. Child Development associated with mathematical performance
Perspectives, 16(2), 69–75.
https://doi.org/10.1111/cdep.12
444

David, C. V., Costescu, C. A., &
Roșan, A. M. (2023, May 23).
Factors That Support Technology
Integration Practices in the Math
Education of Children with
Intellectual Disabilities. Children,
10(6), 918.
https://doi.org/10.3390/children
10060918
The purpose of the study is to investigate special
education teachers’ technology-related
knowledge; self-efficacy beliefs; beliefs about
the use of technology for education, specifically
in the case of children with intellectual
disabilities; and practices regarding the
integration of technology into the classroom in
math education.
Research Question(s) Participants
1. What are the important points in the Math Instructors, fifteen students
design of a digital game for teaching the from different socio-economic
concept of area? 2. How should the levels, video game designers
process of determining design
preferences in a conceptual-
development based digital game be?

1. How does the performance of A 6th grade class of 24 students - six

females and males differ in an ER female and six male student groups,
learning environment? 2. Which each consisting of two students.
mathematical and computational ideas
and experiences appear for the learners
in an ER learning environment? 3. How
do females' and males' problem-solving
strategies differ in an ER learning
environment? 4. What is the skill level
of the learners in computational
thinking and how do females and males
differ in terms of skill level and self
assessment? 5. How do females' and
males' utilized help from teachers differ
in an ER learning environment? 6. How
do the females and males differ in terms
of mathematical competence?
1. What is the impact of lesson study There were 64 teachers in the study
focused, content rich science inservice sample, including general education
teacher PD on middle school teachers’ science teachers and special
science teaching efficacy? education teachers. The
2. What is the impact of the described studyconsisted of 5,505 students.
teacher PD on the middle school science The participating students were
teachers’ students’ science from various socioeconomic and
achievement? ethnic backgrounds.
3. What is the impact of the described
teacher PD on middle school students’
science literacy?
4. What is the impact of the described
teacher PD on
middle school students’ science interest
and motivation?

1. Did teachers feel there were any 6 math teachers from two middle
subgroups or smaller groupings within schools
the larger lesson study group? Did this
change over the course of the lesson
study cycles? 2. Do teachers feel a sense
of responsibility for their colleagues'
learning as a group of mathematics
teachers?

1. Is there a difference in the scores of five sixth grade students diagnosed

the participants working with REMSAM with LD
in mathematics problems? 2. What are
the views of parents and teachers about
REMSAM?
1. What was the effect of the course on 66 Indian students (ages 3-8)
children’s math cognitive performance?
2. What was the effect of the course on
children’s math attitudes?

1. How does linguistic knowledge and This is an analysis of several studies

instruction impact mathematical so there is no one set of participants
knowledge and understanding?

What are the relationships between 83 special education teachers

technology-related knowledge, self-
efficacy beliefs, valuative beliefs, and
beliefs about technology’s limits and
technology use in the classroom?
Research Design/Methods Results/Findings
A design based research model was When an extra concept was involved
used. The design was in 3 stages: besides the preliminary concepts and
implementation, evaluation, and skills related to area, the students had
revision. These stages were difficulties with those questions. The
intertwined and allowed the game to participation of students and instructors
be constantly adapted to problems in the design process had great
that arose. The game was designed in importance in the development of the
a cyclical manner with math education game - they helped reveal some errors
experts and students. and problems that the researchers did
not foresee. Students did not read
written instructions, so they had to be
read to students. Digital game design
related to mathematics education
should include math theories and
activities together.

Mixed method approach - qualitative The female students in the study

data: audio recordings of group work,
student notes, saved programs,
quantatative data: number of tasks
solved during the activity by the
student groups, the math grade,
results of a test of computational
thinking skills, self assessments.
Analysis includes Wilcoxon rank-sum
test, Kendall's tau and Pearson's
corellation coefficient.
peformed better than the male students
and showed higher engagement.
However, they tended to receive less
intensive help from the teachers than
male students. This is interesting
because the male students showed an
advantage over the female students on a
computational thinking test and
computer handling prior to the study.
Mixed method approach - qualitative
data: teacher data and interviews,
teacher questionnaires, lesson study,
planning, observations, field notes.
quantitative data: scores,
assessments.
The study was qualitative. Qualitative Teachers in both schools found lesson
data was generated through teacher study enriching and beneficial,
interviews
A multiple baseline was used across
participants. A multiple baseline
across participants design has a
multiple baseline and involves
introducing the independent variable
(REMSAM) sequentially to five
participants (Gast and Ledford 2009).
Teachers reported feeling excited to
teach after the study concluded, and felt
well supported by the coaches. Teachers
showed increased collaboration and
were more likely to seek help during
lesson implementation. Student
achievement was variable, but overall
students showed improvement. This
professional development positively
impacted teacher instructional
performance and efficacy. It is important
for teachers to have a deep content
knowledge of their subject and
knowledge of current best practices.
enhancing their relationships with
colleagues. Despite not having an
established professional community,
they were in the mature stage of
community development during
2012/13, and the community has been
sustained six years later.
REMSAM is effective in teaching
mathematical skills and supporting
students' digital skills through open-
ended questions. Its usability and
technical features are easy and
understandable, indicating a need for
similar materials in different courses and
home use. The study found that
REMSAM significantly improved
students' mathematical PS skills.
The study was qualitative. Students
were enrolled in a 4 week course. The
program provides individualized
reports after each lesson, allowing
visualization of children's
performance and progress. EDM
approaches are used to identify
learning styles, predict dropouts, and
maintain course retention.

This article reviewed several findings Language instruction significantly

from cross-sectional and longitudinal enhances mathematical performance,
research. indicating a linguistic pathway in
mathematical development, but further
research is needed to optimize its
integration into math education.

Mixed method approach - qualitative Teachers' technology-related knowledge

data: teacher questionnaire
responses. quantitative data: scores,
assessments.
is general, lacking integration of all three
dimensions from the TPACK framework.
Only a small percentage believe digital
technologies do not offer concrete
experiences for children with intellectual
disabilities. The study suggests that
teachers need to adapt their teaching
strategies and incorporate specific math
content knowledge with pedagogical and
technological knowledge to effectively
use digital technologies.
Implications for MY work/thinking
1. I could host a PD for teachers on creating a
mathematical game in conjunction with their
students. 2. I could implement more math
games to increase student engagement and
achievement to bring up student math scores in
conjunction with the school improvement plan.
3. I could create a game with my team and
students based on one of the new Georgia math
standards.

Be sure to provide the same intensity of support

to female and male students, regardless of
gender. Make sure to mention in PDs that there
is a gender difference in the STEM field and to
ensure we are supporting girls and women to
reach their potential. Be sure to be mindful of
instructional approaches and provide the same
approaches for all students.
1. PD is effective for both teachers and
students, so ensure I am conducting an
engaging PD with buy-in from teachers. 2.
Ensure teachers are implementing the new
strategies being taught - offer to observe and
provide feedback 3. Ensure everyone has a
voice and develop learning communities to
promote buy-in

1. Professional learning communities are

beneficial for teachers, and the communities
can remain in contact for over five years.
Therefore, it is important to help teachers find a
professional learning community and ensure
they are engaging in their PLC. 2. Help teachers
find relevant PLCs to engage in and

1. When developing math lessons, ensure

technology is being used. However, the
technology should be meaningful and relate to
real life mathematics. 2. Students with learning
disabilities respond well to real math
technology, implement for all students.
1. Consider using AI as part of the instructional
and professional development piece of my
capstone. 2. How can AI be leveraged to engage
students and increase their scores?

1. Include the importance of vocabulary and

explicit mathematic vocabulary instruction in
the lessons and as a point in the PD. 2. Make a
lesson that also includes ELA for maximum
effectiveness.

1. When developing professional development,

ensure that teachers know how to integrate
TPACK framework. Make sure it is understood
that technology offers great experiences for all
students. 2. Develop a lesson to showcase how
to incorporate specific math content knowledge
with pedagogical and technological knowledge.