Dissertationen: „Mathematic lessons“

1

Zell, Simon. „Using physical experiments in mathematics lessons to introduce mathematical concepts“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81188.

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Physical experiments have a great potential in mathematics lessons. Students can actively discover how mathematical concepts are used. This paper shows results of research done how students got to know the different aspects of the concept of variable by doing simple physical experiments. Further it will be shown what other concepts could be touched by the same treatment.

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2

Asami-Johansson, Yukiko. „Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study“. Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

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This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

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3

Dogan, Oguzhan. „A Study On Pattern Of 6th Grade Elementary Mathematics Lesson“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607985/index.pdf.

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The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit&rsquo
s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. &lsquo
Practicing&rsquo
was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.

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4

Boakes, Norma. „Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79472.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

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5

Mathis, Kimber Anne. „Secondary Preservice Mathematics Teachers' Curricular Reasoning“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.

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Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.

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6

鍾志興 und Chi-hing Caleb Chung. „Effective ways of integrating ICT into mathematics lessons“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125620X.

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7

Chung, Chi-hing Caleb. „Effective ways of integrating ICT into mathematics lessons /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148102.

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8

Breet, Felicity Grace. „Verbal interaction in mathematics lessons in Anglophone Cameroon“. Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1216/.

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The verbal interaction between students during mathematics lessons Cameroon is the primary focus of Strategies for facilitating language Service Training activities to meet needs of such teachers form a secondary teachers and in Anglophone this study. oriented Inthe training focus. Specifically three research questions are asked. Firstly, how do teachers and students interact in English whilst teaching and learning mathematics? Secondly can a model of these patterns be created and thirdly can such a model be used with teachers to enable them to increase the amount and range of student language in mathematics lessons. Following a review of relevant research-, -the need for a study which will provide answers to these questions is clear. The methodology of such research is also reviewed, 'and thus the present study is rooted in existing practice both in terms of its content and its research design. The data, audio recorded lessons, are transcribed and the patterns of verbal interaction observed classified via a grounded theory. These patterns are described collectively and then individually so that changes made during the phase of intensive INSET can be observed. The study shows that the participating teachers were able to use their new awareness of their own patterns of verbal interaction to experiment with innovative ways of interacting with their learners some of which led to an increase in the amount and range of student language use. The implications of this study for. INSET programmes are many. Enabling teachers to be more aware of their own language use is advantageous and provides the basis for long term changes in classroom procedures. The study also offers a research process which can be used to illuminate verbal interaction in other contexts such as discussions between doctors and their patients or during formalised conflict resolution.

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9

Zell, Simon. „Using physical experiments in mathematics lessons to introducemathematical concepts“. Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 611 - 614, 2012. https://slub.qucosa.de/id/qucosa%3A1831.

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Physical experiments have a great potential in mathematics lessons. Students can actively discover how mathematical concepts are used. This paper shows results of research done how students got to know the different aspects of the concept of variable by doing simple physical experiments. Further it will be shown what other concepts could be touched by the same treatment.

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10

Brown, A. M. „Language interaction patterns in lessons featuring mathematical investigations“. Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383070.

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11

Chau, Wai-che. „The effectiveness of student discussion in primary 6 mathematics lessons“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325914.

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12

Chau, Wai-che, und 周偉志. „The effectiveness of student discussion in primary 6 mathematics lessons“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325914.

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13

Khasawneh, Samer. „A Web-based Lessons Authoring System for Mathematics Education (MLAS)“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1343047538.

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14

Khakbaz, Azimeh Sadat. „Professional Development for Mathematics Teachers Through Lesson Study“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.

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Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\'s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

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15

Borthwick, Alison. „Children's perceptions of, and attitudes towards, mathematics lessons in primary schools“. Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502015.

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16

Chan, Chi-keung Andy, und 陳志強. „Implementation of peer and self-assessment in secondary three mathematics lessons“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44374975.

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17

Stafford-Plummer, Julie. „An analysis of the influence of lesson study on preservice secondary mathematics teachers' view of self-as mathematics expert /“. Diss., CLICK HERE for online access, 2002. http://contentdm.lib.byu.edu/ETD/image/etd184.pdf.

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18

Rughubar-Reddy, Sheena. „Crouching learners, hidden values : values in school mathematical literacy lessons“. Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5536_1370594599.

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Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights
enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does
achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational
institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the
Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven
with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers
integrate values into the Mathematical Literacy lessons while observing learnersâ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they
equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking
tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their
learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.

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19

Barkley, Cynthia Vanderwilt. „Math lessons for Fontana High School software“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/935.

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20

Stafford, Julie. „An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-As Mathematics Expert“. BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/62.

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This research seeks to investigate the influence of lesson study on preservice secondary mathematics teachers' view of self as mathematics expert. The study acknowledges the commonly held belief that prospective mathematics teachers have that they know and understand secondary mathematics. The purpose in engaging the preservice teachers in lesson study is to dislodge this belief. In particular, this research report focuses on one preservice teacher and her experiences during lesson study. Using the data collected, the researcher reports on the baseline beliefs that the preservice teacher held toward her knowledge of secondary mathematics, her mathematical experiences during the actual lesson study phase of the research and the final status of her beliefs in relation to her secondary mathematics understanding. After assessing the preservice teacher's beliefs, the report focuses on the moves the preservice teacher makes to protect her identity as a knower of mathematics. The report details how the researcher probed the subject's views through a follow-up interview. The researcher discovered during the follow-up interview that the subject was finally able to admit her lack of mathematical knowledge and her desire to not be seen as 'dumb' in front of the interviewer. The implications of the study suggest that teacher educators should be sensitive to preservice secondary teachers' perceptions of their mathematical knowledge and teacher educators should watch for the moves preservice teachers make to shift conversation away from mathematics topics.

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21

Sullivan, Molly Lynn. „The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators“. Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85103.

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The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered Approach-Avoidance Motivation as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person's approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. This research sought to answer the questions: 1. What is the academic background in mathematics of elementary school administrators? 2. What is the attitude toward mathematics of elementary school administrators? 3. What is the frequency of classroom observations of mathematics lessons by elementary school administrators? 4. What, if any, is the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators? The participants in this study included elementary school principals and assistant principals in one school division in Virginia. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of both formal and informal classroom observations of mathematics lessons conducted. The sample population data indicated positive attitudes toward mathematics and low levels of mathematics anxiety, which conflicts with some previous research (Dorward and Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and teaching licensure endorsements specific to mathematics instruction. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools.
Ed. D.

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22

Carter, John A. Martin Tami Susan Day Roger P. „Effects of lesson study on beliefs and practices of novice mathematics teachers“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196661.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Tami S. Martin, Roger Day (co-chairs), Johnny W. Lott, Beverly S. Rich. Includes bibliographical references (leaves 105-115) and abstract. Also available in print.

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23

Arico, Rebecca A. „Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson“. Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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24

Tai, Chih-Che. „Lessons and Best Practices of ITQ Projects“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3301.

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25

Rendel, Mark D. „The evolutionary dynamics of neutral networks : lessons from RNA“. Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:85107ca7-fada-4582-95e7-17b5bbb038cd.

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The evolutionary options of a population are strongly influenced by the avail- ability of adaptive mutants. In this thesis, I use the concept of neutral networks to show that neutral drift can actually increase the accessibility of adaptive mu- tants, and therefore facilitate adaptive evolutionary change. Neutral networks are groups of unique genotypes which all code for the same phenotype, and are connected by simple point mutations. I calculate the size and shape of the networks in a small but exhaustively enumerated space of RNA genotypes by mapping the sequences to RNA secondary structure phenotypes. The qual- itative results are similar to those seen in many other genotype–phenotype map models, despite some significant methodological differences. I show that the boundary of each network has single point–mutation connections to many more phenotypes than the average individual genotype within that network. This means that paths involving a series of neutral point–mutation steps across a network can allow evolution to adaptive phenotypes which would otherwise be extremely unlikely to arise spontaneously. This can be likened to walking along a flat ridge in an adaptive landscape, rather than traversing or jumping across a lower fitness valley. Within this model, when a genotype is made up of just 10 bases, the mean neutral path length is 1.88 point mutations. Furthermore, the map includes some networks that are so convoluted that the path through the network is longer than the direct route between two sequences. A minimum length adaptive walk across the genotype space usually takes as many neutral steps as adaptive ones on its way to the optimum phenotype. Finally I show that the shape of a network can have a very important affect on the number of generations it takes a population to drift across it, and that the more routes between two sequences, the fewer generations required for a population to find an advantageous sequence. My conclusion is that, within the RNA map at least, the size, shape and connectivity of neutral networks all have a profound effect on the way that sequences change and populations evolve, and by not considering them, we risk missing an important evolutionary mechanism.

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26

Burrell, Marcia M., und Clayton Cohn. „Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79535.

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The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

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27

Boakes, Norma. „Origami-Mathematics Lessons: Researching its Impact and Influence onMathematical Knowledge and Spatial Ability of Students“. Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 69 - 73, 2012. https://slub.qucosa.de/id/qucosa%3A1680.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.

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28

Glaze, Andrew Ray. „The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1451.pdf.

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29

Chan, Ka-man, und 陳家敏. „Peer assessment in mathematics lessons : an action research in an eighth grade class in Macau“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198870.

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The examination-oriented assessment methods have been widely employed in Macau but the over-dependence on such methods may hinder students’ balanced development of mathematical proficiency (Morrison & Tang, 2002; Schoenfeld, 2007). Peer assessment may compensate the limitation of those methods by engaging students actively to assess. However, little research has focused on the implementation of peer assessment in Macau secondary school. This dissertation reports a study which implemented a five-step peer assessment in an eighth grade mathematics lesson in Macau based on Ploegh at al.’s (2009) and Tillema et al.’s (2011) frameworks, in which the quality criteria are taken into account for revising the procedures. 16 students participated in three action cycles and the action plan was modified to explore how the changes to the peer assessment may influence students’ learning and students’ views towards the implementation of peer assessment. The results show that it is effective to establish a formative peer assessment to promote students’ mathematical learning in Macau by adopting the frameworks. The students in general held positive attitude towards the implementation of the peer assessment. They regarded it as a fair assessment, appreciated the extra opportunity to discuss mathematics, and treated it as a way to collect more feedback on their strength and weakness. Peer assessment also served as a learning activity which helped them gain deeper understanding of mathematics. It was found that students’ involvement in the setting of the assessment criteria, making judgment and writing narrative feedback improved students’ use of mathematical language to express their ideas. Providing more opportunities to judge and discuss mathematical problems also fostered the development of their mathematical proficiency. This study also reveals that asking peers for feedback and discussion about the feedback is an efficient way to develop students’ adaptive reasoning. The students’ change of performance in the action cycles also suggests that peer assessment has the potential to help the students access higher level of development in their zone of proximal development (ZPD) and balance the role of authority in mathematics classroom.
published_or_final_version
Education
Master
Master of Education

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30

Zhu, Fangchun. „Teachers' Knowledge for Integrating Dynamic Geometry Software into Mathematics Lessons : contrasting Chinese and French Cases“. Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEN029.

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En raison du développement de nouvelles technologies comme l'informatique dans l'enseignement des mathématiques, il est important pour nous de repenser à l'un des termes critiques de la pratique des enseignants en classe : les connaissances des enseignants. Il existe de nombreuses recherches qui portent attention à définir ce que sont les connaissances des enseignants ou le type de connaissances dont les enseignants ont besoin. Comme certains chercheurs l'ont dit, nous devons tenir compte des technologies si nous voulons décrire les connaissances des enseignants. Les connaissances des enseignants peuvent se refléter dans leurs activités en classe. Cette recherche a besoin d’analyser la pratique didactique des enseignants avec l'une des technologies importantes : le logiciel de géométrie dynamique.Prenant l'orchestration instrumentale comme la cadre théorique critique, cette recherche décrit les activités des enseignants avec un logiciel de géométrie dynamique en classe en fonction de la vue de leurs connaissances. Il a choisi 5 professeurs chinois et 1 professeur français pour observer leurs cours afin d'analyser leurs connaissances démontrées dans leur pratique avec la technologie. Les principales questions de cette recherche sont la suivante :1 Que pouvons-nous apprendre des connaissances des enseignants présentées dans leur orchestration instrumentale en comparant les différents usages du DGS entre les enseignants chinois et français ?1.1 Que pouvons-nous apprendre de l'analyse des rôles du DGS dans les tâches mathématiques ? 1.2 Que pouvons-nous apprendre de l'organisation des tâches en comparant la pratique pédagogique entre les enseignants chinois et français ? 1.3 Que pouvons-nous apprendre de l'interaction enseignant-élève en comparant les enseignants français et chinois ?Afin de répondre à ces questions, je me concentre sur les rôles des logiciels de géométrie dynamique dans les tâches mathématiques et les questions ou retours d'expérience dans l'interaction enseignant-élève. Le logiciel de géométrie dynamique joue deux rôles principaux dans mathématiques : amplificateur et générateur. Ce type de logiciel affecte également l'interaction enseignant-élève. L'enseignant montrerait sa concentration différente en utilisant un logiciel, par exemple, se concentrer uniquement sur les mathématiques ou se concentrer sur les mathématiques liées aux logiciels.Telle que conçue, cette recherche choisit plusieurs professeurs de mathématiques de deux contextes différents pour confronter leurs connaissances qui se reflètent dans la pratique de l'enseignement dans la situation créée par les technologies. Au total, 11 leçons de ces 6 enseignants sont observées et enregistrées. Ils seraient également interviewés avant et après leurs cours de mathématiques qui seraient enregistrés par l'auteur, afin de comprendre en profondeur leurs opinions sur DGS. Basé sur l'analyse, différents enseignants montrent leurs différents points de vue sur les rôles des logiciels de géométrie dynamique. La plupart d’entre eux considèrent le logiciel comme un amplificateur de présentation des contenus au cours du processus d’enseignement, bien que le logiciel puisse changer la stratégie des apprenants pour résoudre les tâches. Et pendant l'interaction, la plupart des enseignants se concentrent sur des contenus mathématiques sans technologie, bien qu'ils choisissent différentes façons d'orchestrer les leçons. Il existe de nombreux facteurs qui peuvent affecter l'utilisation des logiciels par les enseignants, comme la configuration physique, la capacité des élèves, l'objectif pédagogique, l'examen, qui ont été discutés par les enseignants lors de l'entretien et nécessitent également de nombreuses études supplémentaires pour les chercheurs
Because of the development of using new technologies like computer science in mathematics education, it is important for us to rethink about one of the critical terms for teacher’s practice in classroom: teacher knowledge. There are many researches pay attention to definite what is teacher knowledge or what kind of knowledge teacher needs. As some researchers said we need to take technologies into account if we want to describe teacher knowledge. Teacher knowledge can be reflected in their class behavior. So this research aims at analyzing teacher’s didactical practice with one of the important technologies: dynamic geometry software. Taking instrumental orchestration as critical theoretical framework, this study describes teacher’s activities with dynamic geometry software in the classroom based on the view of their knowledge. It chose 5 Chinese teachers and 1 French teacher to observe their mathematics lessons in order to analyze their knowledge shown in their practice with technology. The main question of this research is as following:1. 1 What can we learn about the teachers’ knowledge shown in their instrumental orchestration by contrasting the different usage of DGS between Chinese and French teachers? 1. 1.1 What can we learn from analyzing the roles of DGS in mathematics tasks? 2. 1.2 What can we learn from tasks organization by contrasting the teaching practice between Chinese and French teachers?3. 1.3 What can we learn the teacher-student interaction by contrasting French and Chinese teachers?In order to answer these questions, I focus on the roles of dynamic geometry software in mathematics tasks and the questions or feedbacks in the teacher-student interaction. Dynamic geometry software plays two main roles in mathematics teaching and learning: amplifier and generator. This kind of software also affects teacher-student interaction. Teacher would show their different focus by using software for example only focus on mathematics or focus on mathematics related to software. As designed, this research chooses several mathematics teachers from two different contexts to contrast their knowledge which reflected into teaching practice in the situation created by technologies. I altogether observed and recorded 11 lessons for them. They would also be interviewed before and after their mathematics lessons which would be recorded by the author, to make deep understanding of their opinions on DGS.Based on the analysis, different teachers show their different views on the roles of dynamic geometry software. Most of them see software as an amplifier of presenting contents during the teaching process, although the software can change learners’ strategy to solve the tasks. And during the interaction, most teachers focus on mathematics contents without any technology, although they choose different ways to orchestrate lessons. There are many factors which may affect teachers’ using of software, like physical configuration, ability of students, teaching objective, examination, which talked by teachers during the interview and also need to much further studies for researchers
由于在数学教学中使用了诸如计算机科学之类的新技术，因此，研究制约课堂教学实践的关键因素之一：教师知识，就变的非常重要。有很多研究都在关注教师知识是什么或教师需要什么样的知识进行教学。其中，某些研究指出我们需要关注技术在教师知识方面起到的重要作用。教师知识可以反映在他们的课堂活动中。因此，本研究选择了数学教学中最重要的技术之一：动态几何软件，以研究参与课堂实践的教师知识。• 本研究以工具编配（Trouche，2004 年）作为理论框架，基于对5 位中国老师和1 位法国老师的数学课的观察，分析他们在使用该技术的教学实践中所呈现的知识。工具编配充分涉及了教学实践的方方面面，从教师备课到实际的课堂行为等。有许多研究涉及动态几何软件，并且分析了教师如何使用它。例如，动态几何软件在数学任务和问题解决中扮演着两个不同的角色：放大器或发生器（Laborde，2001）。这类软件还同时影响着师生互动（Hollebrands＆Lee，2016）。最后，通过使用软件，教师可以显示他是专注于数学还是专注于与软件相关的数学（Hollebrands＆Lee，2016）。• 关注技术• 关注技术，同时涉及数学• 关注数学，同时需要使用技术进行回答• 关注数学本文所做的假设是：• 教师知识通过使用动态几何软件进行工具编配的过程中得以展现，我们可以通过对比中法教师的教学实践来表征和描述他们的教师知识。• 具体地说：• 通过分析动态几何在教师选择的数学任务中的作用，我们可以了解什么？• 通过对比中国老师和法国老师的教学实践，我们可以从任务安排中了解什么？• 通过比较法国和中国的案例，我们可以从师生互动中了解什么？vi本研究总共观察并记录了6 位老师的11 堂数学课。在观察的数学课之前和之后，还对所有教师进行了访谈，以深入了解他们对动态几何的看法。结果显示，尽管动态几何软件可以改变学习者解决任务的策略，但大多数教师将软件视为在教学过程中呈现内容的辅助工具。在课堂上以及与学生的互动过程中，尽管他们在上课时使用不同的工具编配形式，但大多数教师都将重点放在数学内容上，而不论其技术如何。另外，通过访谈，对于教师而言，有许多因素会影响教师对软件的使用，例如：班级的物理环境，学生的能力，教育目标，考试。当然这些因素还需要进一步研究进行论证。例如，如果老师在计算机房里上课，他更可能允许每个学生分别使用动态几何软件，那么老师可以更多地使用该软件为学生创建新的学习环境，而他可以在普通课堂上对其进行更多控制。

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Vincent, Thomas Bryant. „Towards effective child-centred mathematics education with lessons designed round the use of a film“. Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16403.

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Bibliography: pages 101-102.
The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.

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Petty, Clinton Scott. „Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538674/.

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Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development. Thematic analysis of semi-structured interviews suggested the following contextual factors improve motivation: emerging proficiency, synergy, interpersonal dynamics, volition, and internalization. Additionally, apprehension, minor barriers, and contentious interpersonal dynamics may reduce intrinsic-like motivation. As teachers encountered supportive contextual factors, they satisfied their need to experience competence, relatedness, and autonomy which encouraged value internalization of new learning manifesting as an epistemological shift in teaching paradigm. By internalizing the value of new learning, teachers may become more likely to authentically enact new pedagogy in their classrooms. The results of this study indicated lesson study with open approach may provide a robust form of learning capable of changing prior instructional beliefs. These findings suggest principals create and maintain contextual factors (with deliberate intent) that promote intrinsic-like motivation and the teacher change process to enhance the healthy development of teacher learning.

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DeJesns-Rueff, Marcia. „Beautiful, Beautiful Math| Using Objects of Art as Catalysts for Higher-Order Thinking in Mathematics Lessons“. Thesis, University of Rochester, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165486.

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Students in the United States have historically struggled with mathematics, especially with problems that require higher-order thinking Even struggling students, however, often show considerable interest in the arts. Unfortunately, the literature sheds almost no light on how the arts might be useful in helping students become proficient in rigorous mathematics.

I created Beautiful, Beautiful Math (BBM) to both intrigue students and require them to use higher-order thinking In BBM lessons, students interact with an object of art in order to learn mathematics.

My overarching research question was: "How can objects of art be used as effective catalysts for higher-order thinking in mathematics lessons?" In this study, "higher-order mathematical thinking" was operationally defined as having students actively engaged, working and talking together, on math tasks that require high levels of Webb's Depth of Knowledge. Three research sub-questions informed this study: 1. What do exemplary Beautiful, Beautiful Math (BBM) lessons look like? 2. To what extent do BBM lessons result in students' higher-order thinking in mathematics? 3. What are key design features and other implementation factors that need to be in place for BBM lessons to have the desired outcomes?

A constructivist learning philosophy coupled with recent cognitive psychology research informed my study. Using an action research methodology, three teachers participated in two cycles of creating BBM lessons. I collected eight sources of data: The Performance Assessment for Quality Teaching (PAQT) scores for each lesson, including a baseline lessons and two BBM lessons for each participant; video recordings of the BBM lesson implementations; lesson plans; audio recordings of planning sessions; audio recordings of post-lesson debriefs; audio recordings of my post-study interviews with the participants; student survey responses; and my researcher's journal. I then created tables of the PAQT scores merged with the lesson plans, which helped me search for patterns among the different lessons. Additionally, I wrote narratives of each teacher's experiences with BBM, which became a rich source of information.

Results show that BBM lessons increased higher-order thinking across all three teachers when compared with their "typical" baseline lesson. The cognitive rigor of the mathematical tasks showed especially strong growth. Additionally, students were highly engaged and active in mathematical discourse. Those BBM lessons determined to be "exemplary," based on their extremely high PAQT scores, had several important design features in common, including strong integration between the work of art and the mathematics content, the use of Visual Thinking Strategy questions, and a cycle of problem solving. Inquiry-based pedagogical practices and the culture and climate of the classroom and school were found to be additional keys to the success of BBM lessons.

Products from this study include: a set of instructions that will allow other teachers to create BBM lessons; a BBM workshop that I facilitated at the local art museum for math and art teachers from around our county; a collection of twelve BBM lessons for the museum's library and website; and collaboration between one of the teachers and myself to design a workshop for a fall NCTM conference.

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Hunsader, Patricia D. „Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities“. [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.

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Valentin, Justin. „Primary mathematics teaching reform in a small island developing state : the case of the Mathematics Lesson Structure in the Seychelles“. Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/primary-mathematics-teaching-reform-in-a-small-island-developing-state(150c95ee-0ba7-470c-958d-e8e0c9c09798).html.

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This thesis investigates the impact of a mandatory primary mathematics teaching reform on teaching and achievement in the context of Seychelles. The reform was implemented in 2006 as a strategy initially to improve mathematics teaching and ultimately the pupils’ achievements. The Mathematics Lesson Structure (MLS) reform aimed to encourage a more coherent structure to mathematics lessons, provide variations in pupils’ learning experiences, and facilitate school-based teacher learning. The thesis focuses on the outcomes of the reform. Taking this reform as a case study, the thesis explores systemic policy reform in a small developing state. The research employed a mixed methods design for data collection. A questionnaire was administered to a group of teachers involved in the teaching of mathematics in primary schools (n = 219). Four schools were selected for in-depth fieldwork. In each of the four schools, a six-teacher focus group interview was carried out, and samples of lessons, amounting to 22 lessons, were observed. A focus group interview was held with a group of 8 mathematics subject leaders. Additional interviews were conducted with 2 education officers who worked with teachers in schools. Secondary data were drawn from two projects: Improving Pupils’ Achievements in Mathematics or DPAM, and Southern African Consortium for Monitoring Educational Quality or SACMEQ. Pupils sample size for the SACMEQ II, III and IP AM data files were n = 1484, n = 1480, and n = 1080 respectively. The IP AM data also consisted of teacher questionnaires and interview responses. The results indicate that the reform was beneficial to the teachers and the subject leaders in a number of ways. The teachers overwhelmingly liked the reform but lesson observation data show that they were not necessarily complying as they reported. The teachers overwhelmingly liked the reform but lesson observation data show that they were not necessarily complying as they reported. Observation data also show that the lessons deviated from the contemporary vision of what mathematics lessons should look like. Teachers’ accounts of their experiences suggest that the primary schools were challenging sites for pedagogical reform. Data about the pupils’ achievements show no progress in performance from 2006 to 2007 but an improvement in 2009. The use of MLS reduces variability in pupils’ performances. These results have implications for in-service teacher education, pedagogical reform, and policy implementation in small developing states.

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Smith, James A. (James Arthur) 1945. „The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332391/.

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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.

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Williams, Gaynor. „Improving intellectual and affective quality in mathematics lessons : how autonomy and spontaneity enable creative and insightful thinking /“. Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00002533.

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MBURU, JANE MWIHAKI. „Moving from Theory to Practice: Exploring One Preservice Teacher's Application of Culturally Relevant Education in Mathematics Lessons“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1544812377630881.

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Nivens, Ryan Andrew, Laura Robertson und Alissa Lange. „Using Teacher Perspectives to Develop Integrated Lessons in STEM Learning“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2650.

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Gallardo, Rocio E. „Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices“. Thesis, The University of Texas at El Paso, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708539.

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The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher’s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline & Necochea, 2006; Romo & Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers’ experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers’ practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretaría de Educación Pública, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.

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Bridges, Vicki Mashelle. „Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.

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Jensen, Jessica L. „Teachers' use of reasoning-based questions in procedural and conceptual lessons“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5522.

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Recent research shows that teachers’ level of Mathematical Knowledge for Teaching (MKT) and their beliefs about teaching and learning effect teaching practices and student achievement. Higher levels of MKT typically lead to more effective teaching abilities in terms of helping students make meaning of mathematical concepts, but beliefs seem to be a mediating factor in this relationship. One specific teaching practice that can help guide students through this meaning making is questioning. Although it is known that MKT and beliefs play an important role in outcomes of teacher practices, the effects of these factors on teachers’ ability to ask meaningful questions have not yet been explored. This mixed methods study uses descriptive data of teachers’ questioning patterns with a cross-case analysis of five elementary mathematics teachers to investigate how the nature of elementary teachers’ questioning changes between procedural and conceptual mathematics lessons, and how teachers’ level of MKT and their beliefs about teaching and learning aid in or inhibit their ability to ask questions that engage students in mathematical reasoning and sense making. High levels of alignment with rule-based beliefs about teaching mathematics were found to be a major inhibitor to teachers’ ability to ask meaningful questions in the classroom. While high MKT is helpful in creating reasoning-based dialogue in the classroom, high rule-based beliefs limit the potential effects of high MKT on teacher questioning practices. Relationships between MKT, beliefs, and questioning are further dissected, and implications for teacher development efforts are discussed.

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Susuwele-Banda, William John. „Classroom Assessment in Malawi: Teachers' Perceptions and Practices in Mathematics“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26269.

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This study investigated teachers' perceptions of classroom assessment in mathematics and their current classroom assessments practices. Specifically, the study sought to gain an understanding of the extent to which teachers use different classroom assessment methods and tools to understand and to support both the learning and teaching processes. The following three questions guided the study: 1) How do primary school teachers perceive classroom assessment in mathematics? 2) What kinds of assessment methods and tools do teachers use to assess their students in mathematics? 3) What is the influence of teachers' perceptions of classroom assessment on their classroom assessment practices? The study used a questionnaire to establish the teachers' perceptions of classroom assessment in mathematics, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. The data collected through observations and interviews helped to map out patterns between perceptions of classroom assessment and the teachers' classroom assessment practices. Document analysis was used to triangulate the information collected through observations and interviews. In addition, document analysis provided first hand information on the kind of written feedback students get and the nature of activities they do. A total of six teachers (three male and three female) were drawn from two primary schools in Malawi. The data suggest that teachers perceive classroom assessment as tests that teachers give to their students at specified time intervals. What teachers said about their teaching was not reflected during their teaching. Since teachers perceived classroom assessment as tests, they showed limited ability to use different methods and tools to assess their students while teaching. The teachers' perceptions of classroom assessment have influence on their classroom assessment practices. Five of the six teachers perceived assessment as testing, and classroom assessment practices were not clearly embedded in their teaching. Teacher experience and teacher education program did not seem to contribute much to teachers' perceptions of classroom assessment; however, teacher's academic qualification seemed to influence teachers' flexibility to accept new ideas.
Ph. D.

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Văcăreţu, Ariana-Stanca. „Math lessons for the thinking classrooms“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.

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Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.

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Winiecke, Tyler Joseph. „Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5608.

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Task-based instruction has been a promising method of instruction advocated by mathematics education researchers over the past twenty years. However traditional curricula constitute a majority of the curricula utilized in the United States. The purpose of this study is to identify the problems reform oriented novice teachers face when utilizing a traditional curriculum to plan task-based lessons. In order to identify these problems three novice teachers' interactions with curricula were observed and characterized using the frameworks of past researchers. Through analysis of teachers' textbook interaction practices it was found that teachers struggled to plan task-based lessons due to issues encountered finding/constructing mathematical tasks, and due to problems associated with being naturally oriented toward procedures while utilizing a traditional curriculum.

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Reynolds, Marie Susanna Johanna. „Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60976.

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Questions have been raised about what constitutes effective continuous professional development. Short-term training initiatives for in-service teachers have had limited success as agents of change. Lesson Study, an approach initiated by the Japanese, could address this shortcoming. Lesson Study is a bottom-up approach which emphasises teacher collaboration and where the teacher's subject knowledge and teaching practice are enhanced through individual and group reflection. The purpose of this study is to establish the content of the teachers' reflection in the context of a 'Lesson Study' and to analyse this content against the framework of the Knowledge Quartet. A practical action research approach was adopted for this study. The participants were five mathematics teachers who teach in two non-urban secondary schools. Data in the form of individual reflection notes, video material of the group reflection sessions and my field notes were collected during three Lesson Study cycles conducted over a period of five weeks. Most learners were not from English-speaking backgrounds, but were taught in English. Twelve sub-categories emerged from the teachers' reflection, and these sub-categories were grouped into the four following categories: Teacher focus; Learner focus; Lesson design and Resources. Levels of reflection were deepest in cycle two, a finding in keeping with other similar studies. All dimensions of the Knowledge Quartet were included in the teachers' reflections. However, the focus of experienced teachers differed from that of inexperienced teachers. Action research is based on the assumption that the answers to the research questions posed in a specific study are unique to that study. Since the group dynamics and the relationships within the group are fundamental to action research, any outcomes apply only to a specific group in a specific context and cannot be generalised; this rule applies to Lesson Study. However, I trust that the findings of this study will contribute towards the body of knowledge concerning the use of Lesson Study as a professional development programme which enables teachers to become reflective practitioners and assists them in growing their knowledge for teaching, individually and collectively. Future research could investigate the suitability of Lesson Study for in-service teacher development through all phases of schooling.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Mosala, O. L., und K. E. Junqueira. „The dynamics of coping with policy and practice : mathematics educators' experiences“. Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/636.

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This article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.

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Law, Heung-cheung, und 羅向祥. „The learning difficulties faced by Hong Kong Secondary One Chinese students in English-medium mathematics lessons: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957201.

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Biggs, Ellyn M. „Evaluation of a professional development program on integrating technology into middle schools : classroom environment and student attitudes“. Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=116042.

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The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science.
In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).

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Hart, Shuniqua Michelle. „Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.

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Researchers have shown rural elementary and middle-grade science teachers' inability to integrate STEM career-related lessons into their curricula despite engagement in professional development linked to the teachers' intent-driven beliefs. Researchers, however, have not investigated the influence of intentions on teachers' abilities to integrate STEM career-related lessons into science instruction. The purpose of this transcendental phenomenological study was to understand how intentions impacted rural elementary and middle-grade teachers' ability to integrate STEM career-related lessons during science instruction. Guided by Ajzen's (1988) theory of planned behavior, this study was designed to examine teachers' intentions to integrate STEM career-related lessons during science instruction and the underlying causes of such intentions. In this transcendental phenomenological study, reflective journal entries and interview data were collected through purposeful sampling of 10 rural elementary and middle-grade science teachers. Data were analyzed using a modification of the Van Kaam method of analysis. Findings showed that teachers intended to regularly integrate STEM career-related lessons, but needed more support from their administrators, colleagues, and community partners in fulfilling their intents to integrate STEM career-related lessons. Additional studies are needed for an increased understanding of how teachers in rural areas intend to integrate STEM career-related lessons amid challenges rural teachers face. This study may be of benefit to administrators and teachers who want to unite efforts in constructing a positive climate of integrating STEM career-related lessons during science instruction.

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