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Dissertations / Theses on the topic 'Mathematical ability'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Morrison, Susan Elizabeth. "Inhibitory control and children's mathematical ability." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/412.

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Following recent research linking executive functioning to children 's skills, this thesis explores the relationship between children's inhibition effciency and mathematical ability. This relationship was initially explored using six Stroop task variants containing verbal, numerical or pictorial stimuli. The results indicated that, in the numerical variants only, children of lower mathematical abilty possess less effcient inhibition mechanisms, compared to children of higher mathematical ability. Thus, it is proposed that low-abilty mathematicians may possess a domain-specifc problem with the inhibition of numerical information. The increased interference scores of the lowability mathematicians, however, were only evident under those conditions which also required a degree of switching between temporary strategies. A series of experiments also examined children's ability to inhibit prepotent responses and switch between strategies whilst performing mental arithmetic. The aim of these experiments was to provide a more naturalistic and appropriate exploration of the hypothesized relationship between mathematical abilty and inhibition effciency. These results also indicated that low-ability mathematicians possess fewer executive resources to cope with increased inhibition demands. A further systematic manipulation of switching and inhibition demands revealed that the low-abilty mathematicians experienced a particular difculty when both types of inhibitory demands (i.e. inhibiting a prepotent response and inhibiting an established strategy)were present. This suggests that their reduction in inhibition effciency stems from the amount of demands, rather than the type of demands placed on the executive system. Furthermore, the results indicated that inhibition effciency may be a specifc element of mathematical ability rather than an element of intellectual ability in general. The final study involved a group of low-abilty mathematicians and examined the disturbing impact of irrelevant information on their arithmetic word problem solving abilty. This study revealed that irrelevant numerical (IN) information has a more detrimental impact on performance than irrelevant verbal (IV) information. It is proposed that it is more difcult to inhibit IN information, as it appears more relevant to intentions, and thus, enters WM with a higher level of activations. In sum, the results indicate that low-abilty mathematicians have a reduced domainspecific working memory capacity, characterized by ineffcient inhibition mechanisms.

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2

Rindfleisch, Casie. "Causes of gender differences in perceived mathematical ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rindfleischc.pdf.

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3

Lesneski, Lynn. "The effects of using distributed practice on math performance." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005lesneskil.pdf.

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4

Yates, Cheryl M. "Screening for mathematical abilities and disabilities in 1st and 2nd grade children /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7923.

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5

McConachie, Regina S. "Review and design of alternative assessments in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1534.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Phillip Halloran. " ... in partial fulfillment of the requirements for the degree of Masters of Science in Mathematics." Includes bibliographical references (leaves [30-33]).

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6

Sak, Ugur. "M3: The Three-Mathematical Minds Model for the Identification of Mathematically Gifted Students." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194533.

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Views of giftedness have evolved from unilateral notions to multilateral conceptions. The primary purpose of this study was to investigate the psychological validity of the three-mathematical minds model (M3) developed by the author. The M3 is based on multilateral conceptions of giftedness to identify mathematically gifted students. Teachings of Poincare and Polya about mathematical ability as well as the theory of successful intelligence proposed by Sternberg (1997) provided the initial framework in the development of the M3. A secondary purpose was to examine the psychological validity of the three-level cognitive complexity model (C3) developed by the author. The C3 is based on studies about expertise to differentiate among gifted, above-average and average-below-average students at three levels.The author developed a test of mathematical ability based on the M3 and C3 with the collaboration of mathematicians. The test was administered to 291 middle school students from four different schools. The reliability analysis indicated that the M3 had a .72 coefficient as a consistency of scores. Exploratory factor analysis yielded three separate components explaining 55% of the total variance. The convergent validity analysis showed that the M3 had medium to high-medium correlations with teachers' ratings of students' mathematical ability (r = .45) and students' ratings of their own ability (r = .36) and their liking of mathematics (r = .35). Item-subtest-total score correlations ranged from low to high. Some M3 items were found to be homogenous measuring only one aspect of mathematical ability, such as creative mathematical ability, whereas some items were found to be good measures of more than one facet of mathematical ability.The C3 accounted for 41% of variance in item difficulty (R square = .408, p < .001). Item difficulty ranged from .02 to .93 with a mean of .29. The analysis of the discrimination power of the three levels of the C3 revealed that level-two and level-three problems differentiated significantly among three ability levels, but level-one problems did not differentiate between gifted and above average students. The findings provide partial evidence for the psychological validity of both the M3 and C3 for the identification of mathematically gifted students.

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7

Gray, Colette Helen. "Cognitive arithmetic & mathematical ability : a developmental perspective." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337034.

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8

Landry, Shawntel Delcambre. "Degrees of alignment among K-12 mathematics content standards of instruction an analysis of high-performing and low-performing data sets /." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10162009-153350/unrestricted/Landry.pdf.

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9

Kemp, Marian. "Developing critical numeracy at the tertiary level." Thesis, Kemp, Marian (2005) Developing critical numeracy at the tertiary level. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/122/.

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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy. The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics. The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students? numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs and Collis, 1982). The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students. A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students' responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students' written responses for each of the chosen table interpretation tasks. The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.

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10

Kemp, Marian. "Developing critical numeracy at the tertiary level /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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11

Leaf, Lindsey. "Gender and performance in the mathematics' [sic] sections of the Illinois Standards Achievement Test and the Prairie State Achievement Exam /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131395879.pdf.

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12

Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.

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13

Morgan, A. T. "A study of the difficulties experienced by engineering students in higher education with mathematics and related subjects and their relevance to the structure of mathematical ability." Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383833.

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14

Patel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.

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The concern over undergraduate engineering students’ mathematical skills and the means of addressing this through the provision of mathematics support is the main driver of this research. With the emergence of mathematics support within mathematics education there has been an associated research community interested in measuring the effectiveness of mathematics support provision. Recent studies have measured improvements in mathematics performance for students who have used mathematics support against those who have not by comparing prior mathematical ability against examination results. This does not address the issue of individual differences between students and resulting changes in mathematical ability. However the provision of mathematics support for individual students is resource intensive hence evaluation of the effectiveness of the support is essential to ensure resources are efficiently used. This mathematics education research examines the effectiveness of mathematics support in addressing the mathematics problem. It does this by considering individual differences and the mismatch of mathematical skills for studying at University by analysing the effectiveness of mathematics support in improving mathematical skills. The dataset for the analysis comprises of over 1000 students from a Scottish Post-92 University, over 8% having made use of mathematics support, and nearly 2000 students from an English Russell Group University, with just over 10% having made use of the support. It was discovered that in both sets of data the students who came for mathematics support in comparison to their peers had a statistically significant lower mathematical skills base on entry to their course, and at the end of their first year had improved their mathematical skills base more than their counterparts. Although the analysis is based on data from UK Universities we believe the findings are relevant to the international community who are also engaged in the provision of mathematics support.

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15

Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.

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16

Harder, Jayne Ann. "The effect of private versus public evaluation on stereotype threat for women in mathematics /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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17

Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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18

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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19

Tracy, Jacob Dennis, and Jacob Dennis Tracy. "Mapping Pre-Service Teacher Talk: Variations in Talk About Mathematics, Ability, and Themselves as Mathematical Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625620.

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It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for conceptual understanding but a teacher who equates understanding with being correct and fast will enact this goal differently from someone who expects students to be able to explain and communicate their understanding. The way a teacher understands what it means to do mathematics and be good at mathematics will influence their future teaching. Furthermore, the messages teachers send to their students about who they are as mathematical learners are full of messages about what it means to do and be good at mathematics. Additionally, these messages can have a long-term impact on how those students view themselves and the decisions they make for their future. This study uses qualitative methods to better understand pre-service teacher (PST) talk, how their talk relates, and how their talk changes over time. I describe PST talk as it relates to mathematics (M), ability (A), and themselves as mathematical learners (P) (the three components of the MAP framework). This study took place with the PSTs in two sections of a mathematical content course for elementary school teachers taught by the researcher. First, using grounded theory, I developed codes to understand how these PSTs talked in regards to the three components and applied these codes to written reflections at the beginning and end of our course. After analyzing the data I selected and interviewed 14 PSTs one year after our course. Again, I applied the same codes to their talk in the interview to see how their talk continued to change. Select interview PSTs were then chosen to represent common and uncommon examples of PST talk. Findings from this study show that talk across the MAP framework was related and that this talk became more standards-aligned by the end of the content course. However, the findings also provide a much more nuanced insight into different relationships and changes in talk. One finding shows that when variations in PST talk existed between framework components it was most commonly due to PSTs talking about mathematics in a more traditional way than when they talked about ability or themselves as mathematical learners. Another finding shows that during the interviews (one year after our course) PSTs continued to talk about themselves and abilities in mostly standards-aligned ways but reverted towards more traditional talk when discussing mathematics and how someone demonstrates their mathematical understanding. These findings have important implications for future research and for teacher educators. First, the relationships between the components of the MAP framework suggest that addressing PSTs conceptions of mathematics and their conceptions of ability may affect how they talk about individuals as mathematical learners. Second, the findings show which aspects in the MAP framework PSTs more readily talk about in standards-aligned ways. This provides insights into which areas teacher educators may want to emphasize more in trying to promote changes in PST talk. Lastly, these findings also show which aspects of PST talk maintain over a longer time frame and which aspects need a greater sustained emphasis. All of this is necessary as we support PSTs to think and talk about mathematics and mathematical abilities in standards-aligned ways that are truly supportive of all students.

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Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

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Kersaint, Gladis Swafford Jane. "Preservice elementary teachers' ability to generalize functional relationships the impact of two versions of a mathematics content course /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835911.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 5, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Cheryl Hawker, Cynthia W. Langrall. Includes bibliographical references (leaves 142-158) and abstract. Also available in print.

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22

Hoosain, Emamuddin. "Teachers' conceptions and beliefs about mathematical problem solving relative to high-ability and low-ability students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665559998.

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23

Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

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24

Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.

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25

Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.

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26

Bjedov, Maja Rodic. "Identifying sources of individual and cross-cultural differences in mathematical ability." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/11744/.

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Good mathematical skills are extremely important in today’s quantitatively oriented societies and are related to various desirable life outcomes, ranging from better jobs and education to the mental health and wellbeing. The development of mathematical skills is influenced by complex blend of biological and cultural factors. Mathematical ability is a highly heritable trait, although the search for the genetic variants affecting it has to date not been very fruitful. Cross-cultural research identified some differences in mathematics, with children from East Asia outperforming the rest of the world on mathematical tests across different ages. This thesis aims to provide new insights into the sources of individual and cross-cultural differences in mathematics and mathematically related domains. Chapters 1 and 2 provided both, literature review of the factors influencing individual differences in mathematical achievement, as well as two approaches employed in this thesis to study them. Chapters 3, 4 and 5 investigated the existence and the sources of the individual and cross-cultural differences in mathematics and mathematically related traits, both before and at the beginning of the formal schooling in more than 600 5-9-years old children from 5 distinct populations UK, China, Russia, and Kyrgyz and Dungan populations from Kyrgyzstan. The results suggest that in line with the previous studies, cross-cultural differences in mathematics exist even at the beginning of the formal education with the Chinese children outperforming the rest of the populations. The mechanisms related to individual differences in mathematics are similar across populations before the formal schooling and become more diverse as the children start formal education. Chapter 6 reports an investigation into the genetic variants implicated in mathematics and mathematically related traits employing the genotypic and phenotypic data from two samples: (1) ~3000 12- and 16- year old children from Twin Early Development Study (TEDS) in the UK; and (2) 371 17-21-year old students from 4 Russia. In line with the previous research, the results suggest that mathematics and mathematically related traits are influenced by many genetic variants of very small effects and that the larger sample sizes are needed to address the discrepancy between heritability estimates and number of identified genetic variants. Chapter 7 concludes with general discussion and suggestions for future directions.

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McCoy, Leah Paulette. "The effect of computer programming experience on mathematical problem solving ability." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64669.

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Five component problem-solving skills (general strategy, planning, logical thinking, algebraic variables, and debugging) were identified as common elements of both computer programming and mathematical problem-solving. Based on the similarities of these general skills in specific contexts, a theory was generated that the skills would transfer and that experience in computer programming would cause an improvement in mathematical problem-solving achievement. A path model was constructed to illustrate this hypothesized causal relationship between computer programming and mathematical problem-solving achievement. In order to control for other relevant variables, the model also included mathematics experience, access to a home computer, ability, socioeconomic status, and gender. The model was tested with a sample of 800 high school students in seven southwest Virginia high schools. Results indicated that ability had the largest causal effect on mathematical problem-solving achievement. Three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The other two variables in the model (access to a home computer and socioeconomic status) were only very slightly related to mathematical problem-solving achievement. The conclusion of the study was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem-solving. Once ability and gender were controlled, computer programming experience and mathematics experience both had causal effects on mathematical problem-solving achievement. This suggests that to maximize mathematical problem-solving scores, a curriculum should include both mathematics and computer programming experiences.
Ed. D.

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28

Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.

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Rother, Sarah. "The correlation of music aptitude scores with mathematical achievement scores for high school seniors." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rothers.pdf.

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Tse, Ka-on Andy. "The design of two instruments to reveal the psychology of mathematical giftedness in schoolchildren their mathematical creativity and attitude /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38430447.

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Cheng, Po-kwan Jamie, and 鄭寶君. "Exploring the identification of children with specific mathematical difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589938.

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Dimitriadis, Christos. "Developing mathematical giftedness within primary schools : a study of strategies for educating children who are gifted in mathematics." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4608.

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This thesis explores the range of strategies used for educational provision for gifted children in mathematics in a group of schools in England. A review of literature relating to international theory and existing research in gifted education and empirical work into the teaching of gifted mathematicians were carried out. The literature review examined the dominant theories of intelligence and giftedness in general, including the historical background of definitions of giftedness and methods for its measurement, before specifically focusing on the concept of mathematical giftedness. The study was located in primary schools within Greater London, where schools are required to implement the ‘Gifted and Talented’ policy of the UK government. The research was conducted in two stages during the school years 2007-2008 and 2008-2009. The first stage involved a questionnaire survey sent to primary schools within five Local Educational Authorities. For the second stage of the research, which constituted the main study, a case study approach was used. The main methods of data collection employed within the case study were observations of mathematics lessons, semi-structured interviews with children nominated as able or gifted mathematicians and their teachers, as well as analysing documentary evidence (i.e., school policy, teacher’s planning, children’s assessment records and children’s written work). It was found that schools were responding to the policy in pragmatic terms, although no specific training was provided for practising teachers or school co-ordinators as part of the national training programme in making provision for mathematically gifted children. In practice, in classrooms, it was found that teachers’ level of confidence and expertise, the level of focused attention given to gifted children, the level of support and extension through higher-order questioning, as well as the size of the class and the nature of the work set were factors which affected the progress, perceptions and attitudes of children who were nominated to be able mathematicians. There is a paucity of research which has investigated aspects of provision for gifted and talented children, particularly in mathematics, in the UK. By specifically addressing this topic, this study makes a distinct contribution to current literature in both understanding aspects of mathematical giftedness and the range of provision used. This study makes a particular contribution to finding out how practising teachers in England are responding to a government initiative, which should be of interest to both policy-makers and practitioners. This thesis also presents examples for organising and teaching mathematics to gifted children at higher cognitive levels, within regular classrooms; this may be of interest to audiences internationally, including countries where there are no policies of provision for mathematically gifted children.

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Dell, Tiffany Christian (Christa). "A comparison of enumeration skills in older and younger adults." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28971.

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Williams, Todd. "Analysis of the relationship of math ability and success in Accounting 1 and 2 at Sheboygan South High School." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009williamst.pdf.

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Burhop, Lorianne DeLeen. "Math ability and gendered self-perceptions." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06192009-093803.

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Daniel, Coralie, and n/a. "The identification of mathematical ability and of factors significant in its nurture." University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.

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This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation assisted the grasping of nuances and implications of the students� narratives. Few of the parents of the students were particularly competent in mathematics or able to account for their child�s curiosity, concentration and skills in pursuing a fascination with number. In most of the families, all members were encouraged to follow their own inclinations and interests, to respect the maintenance of a balance of cultural and physical activities, to regard books and play as normal life supports, and to believe that discovery, enchantment and pleasure were both goals and accomplishments of everyday life. Most of the students experienced less encouragement at school than they might have expected, and unpleasant experiences could be linked with a teacher�s apparent lack of appreciation of a student�s mathematical ability. Both the case studies and the initial survey suggested that most teachers, at any level of formal education, were doing all they were capable of doing in mathematics, and that the students responded to opportunities to self-select subjects and topics that interested them and to the help and company offered by mentors and peers who had flair and competence in appropriate subject areas. Few of the case studies students were motivated by strategies dependent on a high level of competition or a 'sorting' of that offered in formal education (through attitudes and practical organisation such as timetabling) into either Arts or Science subjects. Most were attracted to the study of languages and/or philosophy and some to that of computer science. Most showed interest and some prowess in individual cultural and physical activities requiring perseverance. Largely, they were motivated by finding fresh or novel ways of integrating diverse knowledge, and by associating with peers. They enjoyed and valued self-awareness, intellectual independence, chances to empathise with ideas and people, and tasks that were in harmony with the dictates of their own volition. Evidence of differences among the case studies students - even though they had all been identified as very able in mathematics - led me to Vadim Krutetskii�s theories of the components of mathematical ability and their functioning and thus to new views, first, of the interplay between aptitude and languages of perception, inner comprehension and outer expression and, second, of the relationships between giftedness and other attributes of human abilities and endeavours. These appreciations suggested that the models of education and support commonly exhibited in the case studies students� families and in the environments of their extra-school activities had been more encouraging of their gifts, talents and personal growth than those often exhibited in the schools they attended.

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Young, Po-yuk. "Profile of good computational estimators related mathematical variables and common strategies used." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14420478.

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Kam, Chi-keung, and 甘志強. "Effects of home background and related variables on mathematics achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626433.

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Kam, Chi-keung. "Effects of home background and related variables on mathematics achievement." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626433.

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Metcalf, Elizabeth B. "Accelerated math implementation and elementary student achievement and attitudes /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/metcalfe/elizabethmetcalf.pdf.

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41

Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.

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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.

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Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.

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Bibliography: pages 75-82.
This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.

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Lewis, Raynold M. Otto Albert D. "The knowledge of equivalent fractions that children in grades 1, 2, and 3 bring to formal instruction." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633409.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 24, 2006. Dissertation Committee: Albert D. Otto (chair), Barbara S. Heyl, Cheryl A. Lubinski, Nancy K. Mack, Jane O. Swafford, Carol A. Thornton. Includes bibliographical references (leaves 188-198) and abstract. Also available in print.

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Johnston, June Elizabeth. "An experiment in the prediction of achievement in Senior Certificate higher grade mathematics." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/21178.

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This study seeks to determine the nature of the intellectual demands of the Higher Grade course in Mathematics with a view to early, more accurate prediction of individual pupil success in this course. The need for such early prediction is clearly indicated by the interest shown on the part of parents and pupils alike during the Standard Seven year where the realisation exists that Matriculation Mathematics is a subject sometimes found to be "overwhelmingly difficult". The "drop out" figure from the Higher Grade course to the Standard Grade course in most schools further demonstrates the need for more careful selection at the Standard Seven level. Both old (1973) and new (1984) syllabuses are analysed to determine the nature of the content and the intellectual level at which this should be taught. In addition, a series of past Cape Senior Certificate examination papers are investigated to reveal information about the nature and level of examining. Mental processes involved in the examination items are classified and the general composition of the examination papers is discussed. A test device suitable for Standard Seven pupils is developed on the basis of the composition of the Higher Grade Matriculation examination papers analysed. The object of this test is to provide that early indication to pupils of their ability to cope with the level of mental process required by the Higher Grade course in Mathematics. The investigation describes the construction, administration and further development of the test device and, furthermore, seeks to show its predictive validity for the Matriculation examination in Mathematics by comparing test results with successive school examination results over a three year period. The possibility of sex differences in Mathematics achievement and prediction are also investigated on the basis of the results obtained during the course of this experiment. General conclusions are drawn, the difficulties encountered are discussed and some suggestions for further research are offered.

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Listak, Charles Mark. "Bandura's triadic reciprocality, technology, and math achievement through a socioeconomic lens." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000135.

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Zhang, Mo. "Gender related differential item functioning in mathematics tests a meta-analysis /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/m_zhang_072109.pdf.

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Wu, Ching-Chao Brad. "Test dimensionality, score reliability, and ability estimation : a study of the WASL mathematics. /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7915.

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Cividanes-Lago, Carmen Josefina. "Children's understanding of quantity and their ability to use graphical information." Thesis, University of Oxford, 1993. https://ora.ox.ac.uk/objects/uuid:e2b247c9-adac-4a91-b005-17577e0b8193.

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This investigation concerns the ways in which young children (ages 5 to 8) compare quantities and how they work out the difference between them. The experiments involved children's understanding of mathematical problems and their ability to make use of graphical information in such problems. Each child was shown a series of illustrations, each representing two sets of quantities where the numerical difference was represented either discontinuously or continuously. The children were asked Equalize and Compare questions about each illustration and had to choose the correct answer from the set which represented the choice stimuli. Children's use of strategies was observed. In Experiment 1 (5-to-8-year-olds), only the younger children (5-to-6-year-olds) were observed to perform much more accurately on the Equalize-type question than on the Compare in both discontinuous and continuous conditions. The 7-to-8-year-olds reached a ceiling effect in performance, suggesting that by this age they can already deal with different types of arithmetic problems and with different types of graphical information. Experiment 2 (5-to-6-year-olds) repeated the first experiment presenting the graphical information on a microcomputer, but the discontinuous and continuous conditions were subdivided on the basis of the use of the comparative term "more" or "less". Children are helped significantly by the use of discontinuous material and by the use of "more" in Equalize-type questions only. These results did not support those of Experiment 1 where the Equalize and Compare difference was significant with both discontinuous and continuous material. Experiment 3 introduced part-whole manipulations in order to find out why Compare questions are more difficult to solve than Equalize questions. Five-to-6-year-olds' performance on Compare word problems was not affected by this type of manipulation. Experiment 4 explored the Equalize and Compare difference by presenting the material in a story-telling context. Again, the 5-to-6-year-olds' performance on Compare word problems was not affected by this type of manipulation. However, Equalize questions were helped by the use of the comparative term "more", as in Experiments 2 and 3, and by the presentation of discontinuous material, as in Experiment 2. Experiments 5 and 6 explored children's (5-to-8-year-olds) performance on Equalize- and Compare-type questions using spatial imagery manipulations. Experiment 5 involved manipulations of display in order to examine children's relative ease with Equalize word problems. Again, children's performance was not affected by this type of manipulation. In addition to the display manipulations, Experiment 6 introduced different level manipulations. However, in this experiment, the comparative pair was not represented in the choice stimuli. Children's performance on Compare word problems improved. There was no sign of the Equalize and Compare distinction which may be due to the fact that there was no representation of the comparative pair. The results show that the Equalize and Compare difference is due to a combination of their inherent structural and linguistic factors. Furthermore, the difficulty children have with Compare word problems is non-number-specific, but their relative ease with Equalize word problems is number-specific. Such type results indicate that children represent these two problems very differently.

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Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.

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Cheng, Sze-man, and 鄭仕文. "Catering for differences in mathematical ability: the cases in Shanghai and Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962464.

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