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Dive into the research topics where Tracy Goodson-Espy is active.

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Featured researches published by Tracy Goodson-Espy.


Journal of Advanced Academics | 2010

Associations of Students’ Beliefs With Self-Regulated Problem Solving in College Algebra

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

Assessment of Student Understanding of the Central Limit Theorem

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

Classroom Research: Assessment of Student Understanding of Sampling Distributions of Means and the Central Limit Theorem in Post-Calculus Probability and Statistics Classes.

M. Leigh Lunsford; Ginger Holmes Rowell; Tracy Goodson-Espy


The Mathematics Teacher | 2011

Mathematics journals made manageable: Using blogs and RSS feeds

Keri J. Marino; Robin L. Angotti; Kathleen Lynch-Davis; Tracy Goodson-Espy


The Mathematics Teacher | 2009

Creating a mathematical "B" movie: The effect of b on the graph of a quadratic

Thomas G. Edwards; S. Asli Özgün-Koca; Kathleen Lynch-Davis; Tracy Goodson-Espy


The Mathematics Teacher | 2011

An archimedean walk

Nicholas H. Wasserman; Itir N. Arkan; Kathleen Lynch-Davis; Tracy Goodson-Espy


The Mathematics Teacher | 2010

Exploring algebra and geometry concepts with GeoGebra

Kim Garber; David Picking; Kathleen Lynch-Davis; Tracy Goodson-Espy


The Mathematics Teacher | 2009

Multiple representations using dynamic geometry

Michael A. Tamblyn; Kathleen Lynch-Davis; Tracy Goodson-Espy


Teaching children mathematics | 2015

Mapping the Way to Content Knowledge.

Lisa Poling; Tracy Goodson-Espy; Chrystal Dean; Kathleen Lynch-Davis; Art Quickenton


School Science and Mathematics | 2014

Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

Tracy Goodson-Espy; Victor V. Cifarelli; David Pugalee; Kathleen Lynch-Davis; Shelby Morge; Tracie Salinas

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Kathleen Lynch-Davis

Appalachian State University

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Ginger Holmes Rowell

Middle Tennessee State University

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Lisa Poling

Appalachian State University

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Victor V. Cifarelli

University of North Carolina at Charlotte

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Chrystal Dean

Appalachian State University

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David Pugalee

University of North Carolina at Charlotte

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Shelby Morge

University of North Carolina at Wilmington

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Arthur Quickenton

Appalachian State University

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