Tracy Goodson-Espy
Appalachian State University
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Publication
Featured researches published by Tracy Goodson-Espy.
Journal of Advanced Academics | 2010
Victor V. Cifarelli; Tracy Goodson-Espy; Jeong-Lim Chae
We examined the associations between the expressed mathematical beliefs of students and their self-regulated actions in solving mathematics problems. We conducted surveys and interviews that focused on students’ self-regulated problem solving and identified students’ self-reported beliefs about mathematics. Our findings suggest that even though students may possess rigid instrumental views about mathematics, they may still be able to achieve success by incorporating some general heuristics into their problem solving if they have first broadened their definition of mathematics to legitimize such activity. Instructional activities that allow students opportunities to share and defend their ideas for solving particular problems prior to actually solving them help students develop self-advocacy and contribute to a proactive sense of agency. Students need support to develop as self-regulated problem solvers. This can be achieved through coaching and one-on-one tutoring; however, it is difficult to achieve in classroom practice. For students to broaden their view of mathematics and what their role as a mathematical problem solver can be, they must be provided with ample problem-solving opportunities. Encouraging students to reflect on their problem solving helps promote the monitoring and assessment necessary for self-regulated learning to occur.
Chance | 2008
M. Leigh Lunsford; Ginger Holmes Rowell; Tracy Goodson-Espy
What is classroom or action research? In the spring semester of 2004, we used a classroom research model (see supplemental material at www.amstat.org/ publications/chance) to investigate our students’ understanding of concepts related to sampling distributions of sample means and the Central Limit Theorem (CLT). Our goal, when implementing our teaching methods and assessing our students, was to build on the work of Robert delMas, Joan Garfield, and Beth Chance. We applied their “classroom research model” to Math 385, the first course of a two-semester, post-calculus mathematical probability and statistics sequence taught at the University of Alabama in Huntsville (a small engineeringand science-oriented, PhD-granting university in the southeastern United States with an approximate undergraduate enrollment of 5,000). The CLT is one of the most fundamental and important results in probability and statistics. For students who are learning statistics, it provides a gateway from probability and descriptive statistics to inferential statistics. Recall that, from properties of mathematical expectation, we know the sample mean statistic, , is an unbiased estimator of the population
Journal of Statistics Education | 2006
M. Leigh Lunsford; Ginger Holmes Rowell; Tracy Goodson-Espy
The Mathematics Teacher | 2011
Keri J. Marino; Robin L. Angotti; Kathleen Lynch-Davis; Tracy Goodson-Espy
The Mathematics Teacher | 2009
Thomas G. Edwards; S. Asli Özgün-Koca; Kathleen Lynch-Davis; Tracy Goodson-Espy
The Mathematics Teacher | 2011
Nicholas H. Wasserman; Itir N. Arkan; Kathleen Lynch-Davis; Tracy Goodson-Espy
The Mathematics Teacher | 2010
Kim Garber; David Picking; Kathleen Lynch-Davis; Tracy Goodson-Espy
The Mathematics Teacher | 2009
Michael A. Tamblyn; Kathleen Lynch-Davis; Tracy Goodson-Espy
Teaching children mathematics | 2015
Lisa Poling; Tracy Goodson-Espy; Chrystal Dean; Kathleen Lynch-Davis; Art Quickenton
School Science and Mathematics | 2014
Tracy Goodson-Espy; Victor V. Cifarelli; David Pugalee; Kathleen Lynch-Davis; Shelby Morge; Tracie Salinas