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  • Bonhamgregory - Home
  • PROFESSIONAL OVERVIEW
  • ABOUT ME
  • CURRICULUM VITAE
  • PRESENTATIONS
    • AECT-Kansas City
    • INFORMS-Seattle
    • DSI-New Orleans
    • E-Learn-New Orleans
  • SCHOLARY WRITING
    • Online Learning 2.0
    • Implementing an Online Student Orientation Program
    • An Analysis of the SF ATMI
    • Higher-Order Factor Analysis
    • Haptic Feedback
  • PUBLICATIONS
    • Workplace Success Strategies for Employees with Autism Spectrum Disorder
    • Influence of Positive and Negative Prompting
  • PROPOSALS
    • Online Orientation and Support Services for Online PhD Students
    • Building Content Knowledge
    • Self-Efficacy and Professional Development for Mathematics Educators
    • Closing the Gap
  • TECH-BASED CREATIVE WORKS
    • PhD Online Orientation and Support Services for Online Students
    • MS Online Orientation and Support Services for Online Students
    • Upper Elementary Circuit Unit
    • Grade 5 Mathematics: Numbers, Operations, and Learning Theories
  • BONUS CONTENT
    • Alan Kay
    • Jerome Bruner
    • Multimedia History
    • GSTEP
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YOUR CART

Closing the Gap: Developing a Model to Promote Mathematical Self-Efficacy in Parents
​Through Conceptual Understanding

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The proposed study seeks to build self-efficacy in parents through a self-paced online course that allows them to acquire a conceptual understanding of mathematics. The proposed research is framed using the Concrete-Representation-Abstract (CRA) instructional approach to bridge the connection between concrete and abstract.

​Answers to the following are sought: 
  1. How do attitudes toward mathematics change in parents that receive CRA instruction?
  2. What effect does the self-paced online course have on the ability to articulate conceptual understanding?
  3. Is there a change in motivation regarding homework by the students and parents after receiving CRA instruction?
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