Dissertations / Theses on the topic 'Mathematical perception'
To see the other types of publications on this topic, follow the link: Mathematical perception.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Mathematical perception.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Shafarenko, Leila. "Perception-driven automatic segmentation of colour images using mathematical morphology." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/844450/.
Full textAbstract:
This thesis is a study of perception-driven automatic segmentation of colour images. Despite immediate practical interest for this task, there exist very few reliable algorithms suitable for unsupervised processing. Most of the results presented in this thesis are based on mathematical morphology. This is a relatively new field which explores topological and geometrical properties of images and which has proven to be useful for image processing. The overview of morphological techniques can be found in chapter 2. A brief overview of segmentation methods is presented in, chapter 3. Only a small proportion of the vast number of publications on the subject is reviewed, namely those that are papers directly relevant to the subject of the thesis. Two novel non-parametric algorithms have been developed by the author for processing colour images. The first one is for processing randomly textured images. It uses a bottom-up segmentation algorithm which takes into consideration both colour and texture properties of the image. An "LUV gradient" is introduced which provides both a colour similarity measure and a basis for applying the watershed transform. The patches of watershed mosaic are merged according to their colour contrast until a termination criterion is met. This criterion is based on the topology of a typical processed image. The resulting algorithm does not require any additional information, be it various thresholds, marker extraction rules and suchlike, thus being suitable for automatic processing. The second algorithm deals with non-textured images and takes into consideration the noise that is present during the image acquisition. The watershed algorithm is used to segment either the 2- or 3-dimensional colour histogram of an image. To comply with the way humans perceive colour, this segmentation has to take place in a perceptually uniform colour space such as the Luv space. To avoid over segmentation, the watershed algorithm has to be applied to a smoothed-out histogram. The noise, however, is inhomogeneous in the Luv space and noise analysis for this space based on experimentally justified assumptions is presented. Both algorithms have been extensively tested on real data and were found to give stable results that are in good accord with human perception.
2
Tolmie, Julie. "Visualisation, navigation and mathematical perception : a visual notation for rational numbers mod 1." View thesis entry in Australian Digital Theses Program, 2000. http://thesis.anu.edu.au/public/adt-ANU20020313.101505/index.html.
Full text
3
Tolmie, Julie, and julie tolmie@techbc ca. "Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1." The Australian National University. School of Mathematical Sciences, 2000. http://thesis.anu.edu.au./public/adt-ANU20020313.101505.
Full textAbstract:
There are three main results in this dissertation.
The first result is the construction of an abstract visual space for rational
numbers mod1, based on the visual primitives, colour, and rational radial
direction. Mathematics is performed in this visual notation by defining
increasingly refined visual objects from these primitives. In particular,
the existence of the Farey tree enumeration of rational numbers mod1
is identified in the texture of a two-dimensional animation.
¶
The second result is a new enumeration of the rational numbers mod1,
obtained, and expressed, in abstract visual space, as the visual object
coset waves of coset fans on the torus. Its geometry is shown to encode
a countably infinite tree structure, whose branches are cosets, nZ+m,
where n, m (and k) are integers. These cosets are in geometrical 1-1
correspondence with sequences kn+m, (of denominators) of rational
numbers, and with visual subobjects of the torus called coset fans.
¶
The third result is an enumeration in time of the visual hierarchy of the
discrete buds of the Mandelbrot boundary by coset waves of coset fans.
It is constructed by embedding the circular Farey tree geometrically into
the empty internal region of the Mandelbrot set. In particular, coset fans
attached to points of the (internal) binary tree index countably infinite
sequences of buds on the (external) Mandelbrot boundary.
4
Bly, Neil M. "Investigating the Influence of Computer Programs on Perception and Application of Mathematical Skills." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2651.
Full textAbstract:
Existing research suggests an intuitive relationship between mathematics and computer programming. These previous studies have focused primarily on the cognitive connection and have ignored the potential impact of programming on an individual's perception and application of mathematical skills. By surveying and interviewing a variety of participants, this study aims to provide a descriptive foundation for the experiential side of cognitive correlations and causalities. These phenomenological accounts, garnered from individual interviews of seven different programmers, indicate four specific areas of interest. First, learning to program provided context for many abstract concepts. Second, programming illustrated the important distinction between understanding the application of math in a specific situation and the execution of a known procedure. Third, programming habits helped participants divide complex problems into more manageable tasks. Finally, the necessity of solving a programming problem provided motivation and eliminated apprehension toward mathematics.
5
Franceschiello, Benedetta. "Cortical based mathematical models of geometric optical illusions." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066131/document.
Full textAbstract:
Cette thèse présente des modèles mathématiques pour la perception visuelle et s'occupe des phénomènes où on reconnait une brèche entre ce qui est représenté et ce qui est perçu. La complétion amodale consiste en percevoir un complètement d'un object qui est partiellement occlus, en opposition avec la complétion modale, dans laquelle on perçoit un object même si ses contours ne sont pas présents dans l'image [Gestalt, 99]. Ces contours, appelés illusoires, sont reconstruits par notre système visuelle et ils sont traités par les cortex visuels primaires (V1/V2) [93]. Des modèles géométriques de l'architecture fonctionnelle de V1 on le retrouve dans le travail de Hoffman [86]. Dans [139] Petitot propose un modèle pour le complètement de contours, équivalent neurale du modèle proposé par Mumford [125]. Dans cet environnement Citti et Sarti introduisent un modèle basé sur l'architecture fonctionnelle de la cortex visuel [28], qui justifie les illusions à un niveau neurale et envisage un modèle neuro-géometrique pour V1. Une autre classe sont les illusions d'optique géométriques (GOI), découvertes dans le XIX siècle [83, 190], qui apparaissent en présence d'une incompatibilité entre ce qui est présent dans l'espace object et le percept. L'idée fondamentale développée ici est que les GOIs se produisent suite à une polarisation de la connectivité de V1/V2, responsable de l'illusion. A partir de [28], où la connectivité qui construit les contours en V1 est modelée avec une métrique sub-Riemannian, on étend cela en disant que pour le GOIs la réponse corticale du stimule initial module la connectivité, en devenant un coefficient pour la métrique. GOIs seront testés avec ce modèleThis thesis presents mathematical models for visual perception and deals with such phenomena in which there is a visible gap between what is represented and what we perceive. A phenomenon which drew the interest most is amodal completion, consisting in perceiving a completion of a partially occluded object, in contrast with the modal completion, where we perceive an object even though its boundaries are not present [Gestalt theory, 99]. Such boundaries reconstructed by our visual system are called illusory contours, and their neural processing is performed by the primary visual cortices (V1/V2), [93]. Geometric models of the functional architecture of primary visual areas date back to Hoffman [86]. In [139] Petitot proposed a model of single boundaries completion through constraint minimization, neural counterpart of the model of Mumford [125]. In this setting Citti and Sarti introduced a cortical based model [28], which justifies the illusions at a neural level and provides a neurogeometrical model for V1. Another class of phenomena are Geometric optical illusions (GOIs), discovered in the XIX century [83, 190], arising in presence of a mismatch of geometrical properties between an item in object space and its associated percept. The fundamental idea developed here is these phenomena arise due to a polarization of the connectivity of V1/V2, responsible for the misperception. Starting from [28] in which the connectivity building contours in V1 is modeled as a sub-Riemannian metric, we extend it claiming that in GOIs the cortical response to the stimulus modulates the connectivity of the cortex, becoming a coefficient for the metric. GOIs will be tested through this model
6
Vemulapalli, Smita. "Audio-video based handwritten mathematical content recognition." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45958.
Full textAbstract:
Recognizing handwritten mathematical content is a challenging problem, and more so when such content appears in classroom videos. However, given the fact that in such videos the handwritten text and the accompanying audio refer to the same content, a combination of video and audio based recognizer has the potential to significantly improve the content recognition accuracy. This dissertation, using a combination of video and audio based recognizers, focuses on improving the recognition accuracy associated with handwritten mathematical content in such videos.
Our approach makes use of a video recognizer as the primary recognizer and a multi-stage assembly, developed as part of this research, is used to facilitate effective combination with an audio recognizer. Specifically, we address the following challenges related to audio-video based handwritten mathematical content recognition: (1) Video Preprocessing - generates a timestamped sequence of segmented characters from the classroom video in the face of occlusions and shadows caused by the instructor, (2) Ambiguity Detection - determines the subset of input characters that may have been incorrectly recognized by the video based recognizer and forwards this subset for disambiguation, (3) A/V Synchronization - establishes correspondence between the handwritten character and the spoken content, (4) A/V Combination - combines the synchronized outputs from the video and audio based recognizers and generates the final recognized character, and (5) Grammar Assisted A/V Based Mathematical Content Recognition - utilizes a base mathematical speech grammar for both character and structure disambiguation. Experiments conducted using videos recorded in a classroom-like environment demonstrate the significant improvements in recognition accuracy that can be achieved using our techniques.
7
Jie, Li 1976. "An eye movement dependent visual attention model and its application /." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115910.
Full textAbstract:
In this dissertation, we study the relationship between eye movements and visual attention. Different types of eye movements are investigated including microsaccades, eye fixation, and eye pursuit. First, we demonstrate that microsaccades occur during pursuit and they are linked to covert attention shifts. Employing a psychophysical task that involves covert attention shifts to a peripheral square, we detect if microsaccades occur during eye pursuit, and, if so, whether, and in what way, microsaccades are related to attention shifts. Microsaccades are found to occur during pursuit and they present in similar patterns as those occurring during eye fixation. We discover that microsaccades tend to be biased towards the same direction as pursuit and the bias increases with increases of pursuit velocities. Through the analysis of microsaccade orientation and latency, we argue that microsaccades occurring during pursuit, rather than being randomly distributed, have a link with covert attention shifts. This is consistent with what has been reported for microsaccades occurring during fixation. Further analysis of microsaccade amplitude supports this argument. The potential attention mechanisms for the characteristics of microsaccades are discussed. We suggest that the attention allocation during pursuit is responsible for the characteristics of microsaccades. Our analyses of microsaccades also enforce the argument that microsaccades may be the suppressed saccades.In addition to microsaccades, the attention allocation during eye fixation and eye pursuit are considered as well. We demonstrate that, during eye fixation, the local image content around the area of a fixation point is a significant factor to influence the fixation duration. However, during pursuit, the pursuit direction, rather than image contents, is important to decide attention allocation. According to these results, a top-down attention model based on types of eye movements is built. Three types of eye movements are considered separately in the model. They are eye fixation, eye pursuit, and saccadic eye movements (including microsaccades). The model is applied to the design of an interactive 2D video game. We demonstrate that the game is successfully designed in different difficulty levels through the analysis of attention allocation by our attention model. Our results imply that the attention modeling can be used to alter the game play so as to provide varying difficulty levels and it is also promising to take advantage of eye tracking data for broader applications, such as for navigation, intelligent map searching, augmented reality, and others.
8
Fry, Carol Jean. "Eye fixation patterns in the solution of mathematical word problems by young adults : relation to cognitive style and spatial ability /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164575.
Full text
9
Flores, John Robert. "The effects of cross-age tutoring on underachieving fifth-grade students in the areas of mathematical achievement and self-perception." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184709.
Full textAbstract:
The purpose of this study was to investigate the effects of cross-age tutoring on underachieving fifth grade students in the areas of mathematical achievement and self-perception. Although much remains to be examined and discovered relative to the rationale and theories that serve as bases for cross-age tutoring, there is mounting evidence that tutoring may increase academic achievement and self-perception. There was a need for such a study because the research on tutoring is contradictory. Some studies show that tutoring is beneficial for students, while other studies indicate that tutoring does not make a difference. Although there is a belief that tutoring is beneficial, the effects of participating in a cross-age tutoring program have yet to be answered by the research community. A one-group pretest/posttest design was utilized. The population consisted of 20 underachieving fifth grade students tutoring 20 underachieving first grade students. Three self-perception subscale measures and two mathematical achievement subscale measures were given to the underachieving fifth grade students before and after the intervention. Significant results beyond the.05 level of confidence were obtained on three of the five hypotheses. The three self-perception subscale measures changed significantly, but decreased over time. The two mathematical achievement subscale measures did not change significantly over time. These findings do not support the intervention of cross-age tutoring as an effective influence on mathematical achievement or self-perception.
10
Favali, Marta. "Formal models of visual perception based on cortical architectures." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066094/document.
Full textAbstract:
L’objectif de cette thèse est de développer des modèles mathématiques de perception visuelle basés sur des architectures corticales et de les appliquer pour reproduire des expériences phénoménologiques ainsi que pour traiter des images naturelles. Nous nous concentrons sur les tâches de vision de bas niveau et nous sommes intéressés par le problème du groupement et de l’individuation des unités perceptives. Nous ferons face au problème de la reconstruction des figures illusoires et de la détection des vaisseaux rétiniens dans les images optiques. Ensuite, nous considérerons le problème du codage et du décodage de l’activité cérébrale du cortex visuel obtenue par Imagerie par Résonance Magnétique fonctionnelle (IRMf). Ceci permet d’estimer la structure du cortex d’un patient spécifique et éventuellement de reconstruire le stimulus visuel de l’activité IRMf, dans une stratégie “de lecture du cerveau”. La distinction entre notre approche et l’état de la littérature consiste à utiliser des modèles neuromathématiques du cortex comme connaissance a priori pour régulariser la structure estimée. Même si c’est un objectif à long terme, nous proposons une première approche pour améliorer les résultats dans ce domaine. L’ensemble du travail de cette thèse a été développé en tenant compte des résultats de la phénoménologie de la perception et des résultats de la neurophysiologie. Dans le domaine de la phénoménologie de la perception, au début du siècle dernier, la théorie de la psychologie de la Gestalt a défini l’intégration des contours et en particulier Wertheimer [1938], Kohler [1947], Kofka [1935] ont défini le regroupement des lois de perception. Celles-ci sont cruciales dans la construction d’objets visuels : les éléments avec des caractéristiques en commun peuvent être regroupés pour former un nouvel objet visuel plus grand. Des expériences psychophysiques ont été proposées pour mesurer les paramètres quantitatifs de ces lois. Un intérêt particulier de cette thèse est le concept de champ d’association introduit par Field et al. [1993] lequel code différents principes de la Gestalt (dont la bonne continuation et la proximité).Ces auteurs ont montré que la co-linéarité de stimulus et la co-circularité jouent un rôle important dans la caractéristique du groupement. Leur étude a montré comment les chances de percevoir un chemin curviligne étaient élevées si l’orientation de ses éléments était tangente à ce chemin. D’autre part, en neurophysiologie, une grande quantité d’expériences confirment que le problème du groupement et de détection des contours est effectué par le cortex visuel primaire (V1) [Hubel, 1995]. Un cadre mathématique, basé sur les instruments différentiels, a été introduit pour formaliser ces résultats. Les premiers modèles géométriques sont dus à Koenderink and van DoornThe objective of this thesis is to develop mathematical models of visual perception based on cortical architectures and to apply them to reproduce phenomenological experiments and to process natural images. We primarly focus on low level vision tasks and in particular we are interested in the problem of grouping and of individuation of perceptual units. In this setting we will face the problem of the reconstruction of illusory figures and the detection of retinal vessels in optical images. Then we consider the problem of encoding and decoding of the fMRI signal from in vivo acquired brain activity of visual cortex. This allows to estimate the structure of the cortex of a specific human patient and eventually to reconstruct the visual stimulus from fMRI activity, in a so called “brain reading” strategy. The difference between our approach and the state of the art literature consists in using previously defined neuromathematical models of the cortices as a-priori knowledge to regularise in vivo estimated structure. Even if it is a long term objective, we propose a first approach to improve the results in this field. The entire work of this thesis has been developed taking into account results from phenomenology of perception and results of neurophysiology.In the field of the phenomenology of perception, at the beginning of the last century, the theory of the Gestalt psychology [Wertheimer, 1938, Kohler, 1947, Kofka, 1935] defined the integration of contours and in particular they defined grouping laws underlying perception. These are crucial in the construction of visual objects: points with characteristics in common can be grouped together to form a new visual object. Many psychophysical experiments have been proposed to measure the quantitative parameters of these laws. A particular interest of this thesis is the concept of association fields introduced by Field et al. [1993] which encodes different Gestalt principles (as good continuation, proximity). They showed that stimulus co-linearity and co-circularity play an important role for the feature of grouping. Their study showed how chances of perceiving the curvilinear path were high if the orientation of its features was the one tangent at that point and collapsed as their relative orientation deviated from being tangent
11
Alqallaf, Nadeyah. "Mathematical teachers' perception| Mobile learning and constructing 21st century collaborative cloud-computing environments in elementary public schools in the State of Kuwait." Thesis, University of Northern Colorado, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113607.
Full textAbstract:
The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers’ ability to create an M-learning environment. Furthermore, this study sought to understand teachers’ perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait.
Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology.
Quantitative analysis was utilized to examine elementary mathematics teachers’ perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software.
Qualitative content analysis was used to understand teachers’ perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers’ perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators’, parents’, and students’ perspectives.
12
Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
Full text
13
Wilson, Susan E. "Perceptual organization and symmetry in visual object recognition." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29802.
Full textAbstract:
A system has been implemented which is able to detect symmetrical groupings in edge images. The initial stages of the algorithm consist of edge detection, curve smoothing, and the extension of the perceptual grouping phase of the SCERPO [Low87] vision system to enable detection of instances of endpoint proximity and curvilinearity among curved segments. The symmetry
detection stage begins by first locating points along object boundaries which are significant in terms of curvature. These key points are then tested against each other in order to detect locally symmetric pairs. An iterative grouping procedure is then applied which matches these pairs together using a more global definition of symmetry. The end result of this process is a set of pairs of key points along the boundary of an object which are bilaterally symmetric, along with the axis of symmetry for the object or sub-object. This paper describes the implementation of this system and presents several examples of the results obtained using real images. The output of the system is intended for use as indexing features in a model-based object recognition system, such as SCERPO, which requires as input a set of spatial correspondences
between image features and model features.Science, Faculty of
Computer Science, Department of
Graduate
14
Ehtiati, Tina. "Strongly coupled Bayesian models for interacting object and scene classification processes." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102975.
Full textAbstract:
In this thesis, we present a strongly coupled data fusion architecture within a Bayesian framework for modeling the bi-directional influences between the scene and object classification mechanisms. A number of psychophysical studies provide experimental evidence that the object and the scene perception mechanisms are not functionally separate in the human visual system. Object recognition facilitates the recognition of the scene background and also knowledge of the scene context facilitates the recognition of the individual objects in the scene. The evidence indicating a bi-directional exchange between the two processes has motivated us to build a computational model where object and scene classification proceed in an interdependent manner, while no hierarchical relationship is imposed between the two processes. We propose a strongly coupled data fusion model for implementing the feedback relationship between the scene and object classification processes. We present novel schemes for modifying the Bayesian solutions for the scene and object classification tasks which allow data fusion between the two modules based on the constraining of the priors or the likelihoods. We have implemented and tested the two proposed models using a database of natural images created for this purpose. The Receiver Operator Curves (ROC) depicting the scene classification performance of the likelihood coupling and the prior coupling models show that scene classification performance improves significantly in both models as a result of the strong coupling of the scene and object modules.ROC curves depicting the scene classification performance of the two models also show that the likelihood coupling model achieves a higher detection rate compared to the prior coupling model. We have also computed the average rise times of the models' outputs as a measure of comparing the speed of the two models. The results show that the likelihood coupling model outputs have a shorter rise time. Based on these experimental findings one can conclude that imposing constraints on the likelihood models provides better solutions to the scene classification problems compared to imposing constraints on the prior models.
We have also proposed an attentional feature modulation scheme, which consists of tuning the input image responses to the bank of Gabor filters based on the scene class probabilities estimated by the model and the energy profiles of the Gabor filters for different scene categories. Experimental results based on combining the attentional feature tuning scheme with the likelihood coupling and the prior coupling methods show a significant improvement in the scene classification performances of both models.
15
Foley, Catherine. "Girls' perceptions of mathematics : an interpretive study of girls' mathematical identities." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/65926/.
Full textAbstract:
This thesis explores girls’ perceptions of mathematics and how they make sense of their mathematical identity. It seeks to understand the characterisations girls make of mathematics and mathematicians, shedding light upon their positioning as mathematicians. This is important because there remains a tendency for able females to rate themselves lower than males of a similar attainment, and be less likely to continue into post-compulsory study of mathematics. This research followed an interpretive paradigm, taking a grounded, case-based approach and using a mosaic of qualitative methods. Fourteen girls from a school in the south-east of England aged 8-9 at the start of the study took part in the research over 15 months. The data collected comprised scrapbooks, concept maps, relationship wheels, drawings, digital photographs, metaphors, group and individual interviews. Data were analysed using open and focused coding, sensitising concepts and constant comparison to arrive at key categories and themes. The main conclusions of the study are that time taken to explore the diversity of girls’ perceptions of themselves as mathematicians provides a powerful insight into their identity formation. Many girls struggled to articulate the purpose of mathematics dominant in their vision of what it meant to be a mathematician. Whilst they recognised a rich variety of authentic mathematical activity at home, this was overwhelmed by number, calculation, speed and processes, with mathematics recognised as desk-bound and isolating. They made sense of their mathematical identity through their characterisations of mathematics alongside interactions and comparisons with others. The girls in the study took a high degree of responsibility for their own development, believing they could improve with ever-greater effort. However, this led to the need for a buffer zone, allowing teachers, family and friends to support the individual in continuing to grow and protecting them from mathematical harm. This research recommends the provision of safe spaces for mathematical exploration in terms of time, space and collaboration, connecting mathematical study with application and interest, reframing mathematics as a social endeavour and sharing responsibility with girls for their mathematical development. Finally, it suggests the value of practitioners paying close attention to girls’ evolving mathematical identities.
16
Kilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.
Full textAbstract:
Debates over the promising change Massive Open Online Courses (MOOCs) might offer to traditional online learning now produce significant attention and discourse among the media and higher education. Ample articles discuss the potential benefits of MOOCs from the perspectives of faculty and administration. However, little is known about students’ perceptions of MOOCs. Given the lack of relevant literature and the reality that MOOCs are created to benefit students, it is important to elicit current college students’ perceptions of MOOCs since it is well documented learning mathematics online has its problems (Ashby, Sadera, & McNary, 2011; Frame, 2012; Ho et al., 2010; Hughes et al., 2005; Jameson & Fusco, 2014).
In this descriptive exploratory case study, I explored the perceptions of eight adult college students enrolled in a developmental mathematical xMOOC. I utilized constant comparative methods (open, axial, and selective coding) to analyze the data and identified overarching themes related to student perceptions of learning developmental mathematics via an xMOOC. XMOOCs are structured like large online lecture courses, usually with auto grading features for tests and quizzes and video-recorded lectures. I also employed post structural tenets to scrutinize the data through different lenses. My goals were to explore college students’ perceptions of learning via developmental mathematical xMOOCs, the reasons students chose to learn developmental mathematics via an xMOOC, students’ beliefs of personal characteristics needed to successfully complete a developmental mathematical xMOOC and their ideas about how to improve developmental mathematical xMOOCs. The study provides insights about college students’ learning and success via developmental mathematical xMOOCs and adds needed information to the literature on higher education distance learning.
17
Rohani, Mehdiabadi Behrooz. "Power control for mobile radio systems using perceptual speech quality metrics." University of Western Australia. School of Electrical, Electronic and Computer Engineering, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0174.
Full textAbstract:
As the characteristics of mobile radio channels vary over time, transmit power must be controlled accordingly to ensure that the received signal level is within the receiver's sensitivity. As a consequence, modern mobile radio systems employ power control to regulate the received signal level such that it is neither less nor excessively larger than receiver sensitivity in order to maintain adequate service quality. In this context, speech quality measurement is an important aspect in the delivery of speech services as it will impact satisfaction of customers as well as the usage of precious system resources. A variety of techniques for speech quality measurement has been produced over the last few years as result of tireless research in the area of perceptual speech quality estimation. These are mainly based on psychoacoustic models of the human auditory systems. However, these techniques cannot be directly applied for real-time communication purposes as they typically require a copy of the transmitted and received speech signals for their operation. This thesis presents a novel technique of incorporating perceptual speech quality metrics with power control for mobile radio systems. The technique allows for standardized perceptual speech quality measurement algorithms to be used for in-service measurement of speech quality. The accuracy of the proposed Real-Time Perceptual Speech Quality Measurement (RTPSQM) technique with respect to measuring speech quality is first validated by extensive simulations. On this basis, RTPSQM is applied to power control in the Global System for Mobile (GSM) communication and the Universal Mobile Telecommunication System (UMTS). It is shown by simulations that the use of perceptual-based power control in GSM and UMTS outperforms conventional power control in terms of reducing the transmitter signal power required for providing adequate speech quality. This in turn facilitates the observed increase in system capacity and thus offers better utilization of available system resources. To enable an analytical performance assessment of perceptual speech quality metrics in power control, the mathematical frameworks for conventional and perceptual-based power control are derived. The derivations are performed for Code Division Multiple Access (CDMA) systems and kept as generic as possible. Numerical results are presented which could be used in a system design to readily find the Erlang capacity per cell for either of the considered power control algorithms.
18
Rocha, Josy. "Modelagem matemática com fotografias." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/75810.
Full textAbstract:
Nesse trabalho, é investigada a percepção dos estudantes sobre a matemática presente em fotografias, bem como a possibilidade de utilização de fotos como instrumentos de aprendizagem. Analisamos (eu e os estudantes) fotos de monumentos históricos locais e de obras da Arquitetura de outros países. A Geometria foi abordada com um enfoque diferente do tradicional, cuja principal estratégia é a resolução de exercícios, adotando a repetição como técnica de transmissão do conhecimento. Ao contrário disso, no presente trabalho, a Modelagem Matemática foi adotada como estratégia de ensino, oportunizando e incentivando os estudantes a participarem do processo de construção do próprio saber. Com o objetivo de desmitificar a Matemática como ciência que produz resultados exatos, foi introduzida a ideia de erro, inerente às atividades experimentais.In this work is investigated the students' perception about mathematics present in photographs, as well as the possibility of using photos as learning tools. We (I and the students) analyze photos from local historical monuments and buildings of the architecture from other countries. The geometry was approached with different focus from the traditional teaching, whose main strategy is solving exercises, adopting the repetition technique for knowledge transmission. Instead, in the present work, mathematical modelling was adopted as teaching strategy, creating opportunities and encouraging students to participate in the process of constructing their own knowledge. Aiming to demystify mathematics as the science that always produces accurate results, was introduced the idea of error, which is inherent to all experimental activities.
19
Chen, Pei. "An investigation of statistical aspects of linear subspace analysis for computer vision applications." Monash University, Dept. of Electrical and Computer Systems Engineering, 2004. http://arrow.monash.edu.au/hdl/1959.1/9705.
Full text
20
Dogbey, Godwin Yao. "Attitudes of Community College Developmental Students toward Mathematics and Their Perception of Mathematically Intensive Careers." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273165763.
Full text
21
Allen, Barbara Mary. "Pupil's perceptions of mathematics classrooms." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589418.
Full textAbstract:
Pupils in mathematics lessons in England rarely have an opportunity to comment on their experiences. When they do most researchers validate their comments through classroom observations or interviews with their teachers. This study was concerned only with the views of pupils in mathematics classrooms. Eighteen pupils in a middle school in England were interviewed to establish how they perceived their mathematics lessons. Data were collected when the pupils were in Year 6 and 7 and consisted of questionnaires and semi-structured interviews. A variety of original sorting tasks were used to prompt discussions and probe the issues raised by the pupils. The issues the pupils talked about were authority, identity and community. These manifested themselves as setting, assessment and classroom organisation. The pupils designed an Ideal Mathematics Classroom which contained features that they felt were more likely to support their learning of mathematics. They believed that in the Ideal Mathematics Classroom they would be more likely to be successful learners of mathematics. Based on the comments from the pupils, the thesis contains recommendations to teachers on how to create a classroom environment that is conducive to pupils developing a positional identity as successful learners of mathematics.
22
GieSinger, Patricia. "Teaching practices and secondary mathematics students' perceptions about mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/MQ51346.pdf.
Full text
23
Saintine, Thierry. "Mathematics Confidence in an Urban High-School: Black students' perception of mathematics education." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444144.
Full textAbstract:
Urban EducationPh.D.
This was an investigation of students’ mathematics confidence and how it is shaped by their accumulated experiences in mathematics education, and informs their view of the purpose of mathematics in their current and envisioned lives. There is no shortage of studies on black students’ poor performance in mathematics education and its seeming persistence in spite of reform initiatives and policy changes. Conversely, there is a dearth of studies in the field on high achieving black students and the construction of their mathematics identities. Some scholars have argued that the plenitude of data on the failure of black students in mathematics education has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational scholars, policymakers, practitioners, but it has contributed to the alienation of many students from the community of “doers of mathematics.” In an effort to combat the pervasiveness of race-based beliefs of math ability, some researchers in the field of mathematics have advocated for the need to refocus research on better understanding students’ mathematics identity and its relationship to their performance. In light of this, this study, using ethnographic methods, examined the mathematics confidence—a subset of mathematics identity—of a group of seniors enrolled in honor’s pre-calculus at an under resourced urban comprehensive high school. Data collected and analyzed for this study showed that participants, in spite of a history of mostly success in math and despite being socialized to view the classroom as opportunity to challenge disparaging views of African Americans, refused to seek or claim membership to the community of math people. This study provides new insights into black students’ perception of and sense of belongingness to mathematics, and its potential impact on their academic and economic prospects.
Temple University--Theses
24
Blackmore, Debbie Marie. "Perceptions of change in school mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54861.pdf.
Full text
25
Cooper, Debra A. "Students' perceptions of effort in mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62202.pdf.
Full text
26
Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.
Full textAbstract:
In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was answered by exploring the perceptions of 12 high school mathematics teachers in northwest Florida through a survey of 16 open-ended questions and a focus group discussion that guided the research. Furthermore, the survey and focus group data were triangulated with teacher artifacts that included lesson plans. This resulted in an aggregate of 15 themes that included time, professional development, gap in the students’ knowledge, student encouragement, application to real world, resources, rigor, student encouragement, teacher collaboration, student ownership, standardized testing, traditional teaching, too many topics, two-tracks courses, practice and mental math, and student collaboration.
The findings of this research support the need to provide teachers with more time to teach, plan, and collaborate. Teachers also need more support from the educational leaders to provide professional development that will help teachers apply real-world, collaborative learning, and move away from the current traditional teaching that most of the participating teachers in this study prefer.
27
Skarenstedt, Jeff. "Students´ perception about flipped classroom in learning mathematics." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29564.
Full text
28
Orsten, Jens Henry. "Adult perceptions of the reform mathematics classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ31365.pdf.
Full text
29
Laurenson, David James. "Patterns of interactions among mathematics educators: Perceptions of high school mathematics teachers and university mathematics faculty." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185922.
Full textAbstract:
The aim of this study was to describe the interactions among mathematics educators, particularly high school mathematics teachers and university mathematics educators, with a view to determining the professional development that occurs in a university setting. Two university mathematics departments were selected for this study on the basis of their proactive stance in mathematics education. Data were collected through interviews, observations, and written materials pertaining to the mathematics education programs offered. Six university mathematics faculty members and six high school teachers were studied in depth to gain insight into the history, the current endeavors, the goals, the beliefs, and the outcomes of the various programs offered at the two sites. The data were analyzed using Glaser's (1967) constant comparison method to allow explicit coding procedures to accompany the generation of theory in a systematic manner. Having students as the focus of interactions is a characteristic at both sites as is an emphasis on problem solving. Both university educators and high school teachers believe in the work they are doing and think of themselves as being on the cutting edge of developments in mathematics education. The contexts in which the interactions operate display conditions of support, trust, respect, openness, commitment, and vision. The educators are involved in processes of mutual sharing in environments conducive to thinking about change. It can be concluded that interactions among mathematics educators in a university setting can be beneficial. The development of relations and interactive processes take time to establish and require the dedication of individuals who truly believe that mathematics education can be improved. Future studies could focus on the development of a framework for mathematics teachers' beliefs and on the ramifications of linkage structures that exist in collaborative ventures between schools and universities.
30
Van, Wagoner Kathryn. "College Student Perceptions of Secondary Teacher Influence on the Development of Mathematical Identity." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4604.
Full textAbstract:
This phenomenological study explored how college students’ perceptions of experiences with their secondary mathematics teachers affected their mathematical identities. The study was rooted in Wenger’s notion that learning is an experience of identity and Dewey’s theory that all experiences are inextricably linked to past and future experiences. Constructed narratives of eight college developmental mathematics students with high and low levels of mathematics anxiety were created from autobiographical essays and semistructured interviews. Analysis of the constructed narratives employed a deductive coding process using a priori themes related to experiences with secondary teachers and dimensions of mathematical identity.
The study answered three research questions: What kind of experiences did students recall having with their secondary mathematics teachers? How did students perceive that those experiences influenced their mathematical identities? What common student experiences positively or negatively affecting mathematical identity emerged from the data? Two general factors that affect student mathematical identity emerged from the research: student-teacher interactions and student-mathematics interactions. Interconnectivity existed between positive student-teacher relationships, meaningful student-mathematics interactions, and strong mathematical identities. Positive student-teacher relationships were foundational to the overall connection.
31
Rundquist, Rebecka. "Mathematics education in Colombia : How education in mathematics is conducted in a development country." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52736.
Full textAbstract:
This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.
32
Kural, Mehmet Hamdi. "Student Perceptions On Their Physics And Mathematics Teachers." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608017/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the high school students&rsquoperceptions on effectiveness of their physics and mathematics teachers. For this purpose a 71-item questionnaire, with a reliability coefficient of 0.97, was developed and applied to 1237 9th grade students in Ankara. 30 Physics teachers and 33 Mathematics teachers were evaluated by student ratings in 13 regular high schools and 6 Anatolian lycees. As a result, 17 % of physics teachers and 27% of mathematics teachers found to be considered effective by their students. In addition to this, it is found that specific effective teacher characteristics about teaching ability and interpersonal relationships are possessed in low amounts by most of the physics and mathematics teachers.
33
DeFilippis, Christy Leigh. "Perceptions of Teachers on Instructing Remedial Mathematics Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/137.
Full textAbstract:
Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb's experiential learning theory, Vygotsky's social development theory, and Maslow's motivation theory provided a framework for this case study. Interviews and observational data were used to ascertain 5 teachers' perceptions concerning instruction for students who fail to reach proficient levels on state assessments. Research questions examined teachers' perceptions regarding implementing best instructional practices and regarding number sense, computational, problem-solving, working memory, and self-efficacy needs of lower level basic skills students. Data from 10 teacher interviews and 15 observations were analyzed using typological coding and thematic analysis. Results indicated that teachers perceived that homogenous groupings prevented teachers from meeting needs of students scoring below the proficient level and from using research-based strategies. The resulting position paper outlines the recommendation to de-track mathematics classrooms into heterogeneous groupings. Study results can be used to help provide teachers with research-based strategies targeted toward improving instruction for basic skills students.
34
Algotsson, Sarah. "Tror jag att jag kan det här? : En kvantitativ studie om elevers tilltro till sin egen matematiska förmåga i relation till faktisk prestation i metod-och problemlösningsuppgifter." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71008.
Full textAbstract:
Denna kvantitativa forskningsrapport inriktar sig på hur elever uppfattar sin egen matematiska förmåga, vilken grad av tilltro eleverna har till sin förmåga och hur de presterar i matematikämnet med särskilt fokus på metod- och problemlösningsuppgifter. Den litteratur som ligger till grund för studien baseras på vad det innebär att tro på sin egen förmåga, förmågan att kunna värdera sig själv och sin förmåga samt matematikuppgifters betydelse för skapandet av självuppfattning och tilltro till den egna förmågan. Den forskningsmetod som används för att kunna besvara studiens frågeställningar är av kvantitativ karaktär och består av ett självskattningsformulär där syftet är att synliggöra elevernas grad av tilltro till den egna matematiska förmågan samt ett tillhörande matematiktest där eleverna löser metod- och problemlösningsuppgifter. Lösningsfrekvensen av de olika uppgiftstyperna analyseras i relation till elevernas grad av tilltro. Studien genomsyras av ett socialpsykologiskt perspektiv och resultatet teoretiseras genom att utgå från den socialpsykologiska teorin om själveffektivitet samt symbolisk interaktionism. För att analysera sambanden har materialet även analyserats ur ett statistiskt perspektiv genom analysverktyget SPSS. Resultatet av studien visar att det verkar finnas ett samband mellan elevernas grad av tilltro till sin matematiska förmåga och hur de presterar i både metod- och problemlösningsuppgifter.This quantitative study focuses on how students perceive their own mathematical ability, what degree of confidence students have in their ability and how they perform in mathematical tasks that focuses on method and problem solving ability. The literature underlying the study is based on the importance of believing in your own ability, the ability to assess yourself and your ability, and the importance of mathematics to maintain and create opportunity to develop self-perception and confidence in your own ability. The research method used to answer the questions of the study is of a quantitative nature and consists of a self-assessment form that aims to visualize the students' degree of confidence in their own mathematical ability and a mathematics test where students solve method and problem solving tasks. The dissolution rate of the different types of tasks is analyzed in relation to the students' degree of confidence. The study is pervaded by a social psychological perspective and the result is theorized by starting from the social psychological theory of self-efficacy as well as symbolic interactionism. To analyze the relationships, the material has also been analyzed from a statistical perspective, using the SPSS analyzing tool. The result of the study shows that there seems to be a connection between the students' degree of confidence in their mathematical ability and how they perform in both method and problem solving tasks.
35
Nannestad, Charles Leif. "The Role Of Students: Perceptions In Modifying Science And Mathematics Classroom Activities." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2077.
Full textAbstract:
The aim of this study was to provide teachers with a practical means to obtain timely indications of their students reactions to individual activities. Teachers could then modify their presentations of activities cognisant of those students perceptions. The study set out to establish a suitable instrument, and then to evaluate its use by classroom teachers.Five experienced science and mathematics teachers identified five characteristics of interest when considering students perceptions of classroom activities: Understand Content, Communication, Relevancy, Work Output, and Enjoyment. A fifteen-item instrument based upon these characteristics was developed for this study. The viability of the survey for use by busy classroom teachers was increased by the short and succinct format, as well as the provision of a computer graphing template to process and display responses. The combination of the survey and computer template is called the Students' Perceptions of an Activity Instrument and Display (SPAID).Teachers appreciated the provision of a structure to assist their reviewing the use of activities, and the rapidity with which the information was available. Students' responses provided timely support for teachers' decisions to engage classes in the activities and increased teachers' confidence in the worth of the activities. Alterations to activities were small in scale and idiosyncratic to the student cohorts. Teachers' use of the SPAID package was also noted to enhance cooperation with colleagues within the government secondary schools of Brunei Darussalam.
36
ROHDE, TREENA EILEEN M. A. "AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.
Full text
37
Rolen, Lou A. "Spatial Perception as a Predictor of Success in Higher Mathematics." Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2778.
Full textAbstract:
The problem of this study was to determine if spatial perception could be a predictor of success in higher mathematics. This study first showed correlations of the results of three spatial perception tests taken by high-school students with their final geometry grades. Structure of the Intellect-Learning Ability subtests CFS (cognition of figural systems) and CFT (cognition of figural transformations), as well as Differential Aptitude Tests-Space Relations subtest, were used. Correlations were then computed for high-school geometery grades with calculus I grades. Geometry thus was used as a bridge between spatial perception and calculus performance. Secondly, the investigator explored any difference in performance by the sexes in all of the variables. Of the 10 hypotheses tested, the first four suspected similarities. Pearson product-moment was utilized to test these. The remaining six hypotheses tested for differences between the sexes through use of t-tests for independent groups. Multiple regression analysis was employed to determine the combination of variables which correlated significantly with final geometry grades, then with calculus. The five intact geometry classes at Tennessee High School, Bristol, Tennessee, were given the CFS and CFT tests, consisting of 26 problems each. Differential Aptitude Tests-Space Relations results were obtained from the student's permanent records. Out of an enrollment of 135, 112 students were present for testing. Of the 112, there were 51 males and 61 females. The testing date was April 26, 1984. The college data were obtained entirely from the permanent records at King College. All students who had taken calculus I over the last five years comprised a population of 179. Of this number 104 were male and 75 were female. Analysis of each predictor variable with high-school geometry grades showed a significant correlation (at (alpha) = .05) for CFS, CFT and Differential Aptitude Tests. CFS and Differential Aptitude Tests had strong correlations. Pearson product-moment showed a low, but significant correlation between CFT and the geometry grades. The Spearman Rho test, however concluded that this correlation was not significant. Analysis showed a strong positive correlation between high-school geometry grades and performance in calculus I. The combination of these two analyses would indicate that the two-dimensional spatial perception test is a good predictor of success in calculus I. There was no significant difference between the scores of males and females in any of the areas tested (CFS, CFT, Differential Aptitude Tests, geometry, calculus). However, the calculus I grades of those students who had had no previous college math courses were significantly better than those who had had one, two, or three courses.
38
Jackson, Elizabeth. "Student primary teachers' perceptions of mathematics : a phenomenographic study." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654543.
Full textAbstract:
This study is situated at a time of political and educational change, whereby a need for improvement in the provision of mathematics education in British primary schools is identified. Undertaken from a phenomenographic perspective, it focuses on mathematical perceptions of student primary teachers (SPTs) as they embark upon Initial Teacher Training (ITT), and considers the potential influence of mathematical perceptions upon their ITT learning and future teaching. Research suggests negative perceptions of mathematics amongst adults, Higher Education students, teachers and student teachers, but the range of variation of mathematical perceptions of SPTs at the outset of ITT has not been previously examined. A phenomenographic study, conducted with thirty-seven SPTs due to begin lIT, led to the development of four qualitatively different ways in which SPTs perceive mathematics. The hierarchical variation is examined in relation to pedagogical associations via a conceptual framework bas~d on a non-dualist perspective of mathematics being constituted of a learner's relational understanding through experience. Potential implications for SPTs' development within ITT are explored and recommendations made regarding how these might be addressed. Whilst lTT provision is an obvious factor in students' development, this research is based on a premise of learners taking responsibility for their own development, especially with regard to intangible and often unconsciously held perceptions. The study offers insight into the range of perceptions SPTs may hold and its association with pedagogy, in order to both raise awareness and to provide a framework for reflection in SPTs' formation of personal philosophy of mathematics upon which to plan learning goals for ITT and associated aspirations for their practice as primaty mathematics teachers.
39
Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
Full textAbstract:
Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.
40
Howard, Laurel. "Developmental Students' Perceptions of Unsuccessful and Successful Mathematics Learning." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/211.
Full textAbstract:
The purpose of this phenomenological study was to describe what experiences, attitudes, and learning strategies developmental mathematics students believed contributed to their failure to gain basic math skill proficiency in the past and what experiences, attitudes, and learning strategies these students now believed were most likely to enhance the successful learning of basic math skills. To gain an understanding of the lived experiences of successful developmental mathematics students who were previously unsuccessful, structured, open-ended interviews were conducted, classroom observations were made, and formative and summative assessments for the students were collected. Fourteen students from a western 4-year college were selected purposefully based on instructor recommendations and preliminary survey results. The students, who were eight males and six females, ranged in age from 19 to 51. Seven were considered traditional students and seven nontraditional. Based on the data analysis, five prevalent themes emerged: turning point, attitude, motivation, learning environment, and learning strategies. Motivation was the most common reason given as the difference between being unsuccessful and successful math skill development. Underlying their motivation were the students' own beliefs. In the unsuccessful period, every student had the fixed mindset of not being capable of learning mathematics. When successful, the students exhibited a growth mindset, believing that if they exerted time and effort, they would be able to learn. This mindset made the difference in their motivation and attitude. Previously they hated mathematics. When successful, students actually enjoyed learning mathematics and expressed confidence that they would be successful in the subsequent course. When unsuccessful, students were field dependent. Most were children or adolescents. They had no control over their learning environment or selection of learning resources. The predominant coping strategy was one of avoidance. When successful, students were more field independent. They could choose their teachers and actively seek learning resources. When asked what changes in their K-12 experience would have helped them be more successful, the students paradoxically suggested that a close monitoring of their progress might have made a difference. However, during their unsuccessful period, students did everything they could to avoid being labeled as needing help.
41
Vassell-Kreitner, Carolann. "Faculty Perceptions of Remedial Mathematics Programs for Community College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2768.
Full textAbstract:
Graduating U.S. high school students who score below standards for college-level math on college placement tests are typically required to take remedial math coursework when they enter college. However, very few students who must remediate are successful. Community college educators have tried multiple remediation approaches to improve student outcomes with minimal improvement. Since math faculty are directly involved in addressing this challenge, it is important to gauge their perceptions of math remediation. The purpose of this study was to investigate community college faculty members' perceptions of 2 models for mathematics remediation. The theoretical framework of this study was based on cognitive learning theory with a mixed-method study design. Twenty community college math faculty were administered a 15 question, 5-point Likert scale survey, and 5 were interviewed to gauge their perceptions of their current remediation model and the Survive, Master, Achieve, Review, and Transfer (SMART) developmental math model. Descriptive statistics and paired sample t tests were used to compare perceptions of the two models. Qualitative data were analyzed using open coding and thematic analysis. The quantitative results indicated similar mean perceptions for both models, but the qualitative data revealed stronger faculty preference for elements of the SMART model. Based on study findings, a white paper with suggestions for improving the institution's approach to mathematics remediation was created. By incorporating study recommendations, community college educators may increase remedial program success, in turn increase graduation rates, which may contribute to positive social change.
42
Yusof, Noraisha Farooq. "A study of the relationship between the mathematical beliefs and teaching practices of home-educating parents in the context of their children’s perceptions and knowledge of mathematics." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2804/.
Full textAbstract:
Home-education, also known as home-schooling, is an educational choice made by families to facilitate learning at home rather than in school. Research by Rothermel (2002) and Rudner (1999) shows that, on average, home-educated children far outperform school-educated children on standard mathematics tests. But at present, no study has yet investigated the key reasons behind this phenomenon – indeed, no research has taken an in-depth look into the ways in which parents facilitate the learning of mathematics at home and the resultant effects on their children’s mathematical development. Therefore, in this study, we will consider the nature of mathematics education through the eyes of the home-educating parent and their children. Through questionnaires, this research examines the relationship between the educational and mathematical beliefs of home-educating parents. Parental views are compared with the children’s perceptions of the home learning environment, their mathematical beliefs and their mathematical understanding. Furthermore, the children’s mathematical understanding is addressed through consideration of their responses to a series of mathematical questions set within the context of Key Stages 1-3 of the National Curriculum. To obtain the research sample, home-educating families from across the United Kingdom were contacted via the Internet, and information was collected through both email and postal response. From the parental data, three categories of home-educator were highlighted: (1) Structured, (2) Semi-Formal and (3) Informal (as described by Lowe and Thomas, 2002). The children’s questionnaire responses were then analysed, using illustrative case studies to demonstrate how different home-educating approaches of their parents could result in different perceptions of mathematics and mathematical learning in the children. For example, children learning via a ‘structured’ approach were less likely to be able to measure their own level of mathematical ability than children from the other families; they also mentioned limited resources and less independence when learning mathematics. When examining the children’s assessed work, selective case studies, together with detailed analysis, revealed a strong link between the home-educating approach and the problem-solving strategies of the children. Children from structured families were often competent when solving more routine, ‘calculation-type’ problems, but less able to adapt their knowledge to problems that required a ‘deeper’ understanding of the concept. Children from families where the parent themselves had a mathematical background (e.g. mathematician or mathematics teacher) typically used formal mathematical reasoning in their work. On the other hand, children learning from ‘informal’ families (where emphasis was placed on ‘child-directed’ learning) seldom used ‘standard procedural’ type approaches to solve problems, but instead displayed a range of creative strategies. The findings suggested that a home-educating parent’s conception of mathematics not only influenced the way in which they attempt to teach mathematics but also their children’s mathematical beliefs and learning style. Furthermore, there was evidence to suggest that certain home-educating approaches encouraged a ‘type’ of mathematical understanding that could be applied in a range of situations, whereas other approaches, particularly where both the learning materials and interaction with others was restricted, resulted in a more limited level of mathematical understanding.
43
Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.
Full text
44
Wellborn, Earl F. "A study of educator perception of outcome factors in mathematics programs /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964010.
Full text
45
Leung, Pui-seung. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264331.
Full text
46
Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.
Full textAbstract:
In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, professional development, and collaboration). In addition, teachers’ understanding of the importance of the mathematical practice standards and teacher familiarity with enacting CMTs were factors considered in the model. The original septenary factor structure was modified and good model fit was achieved. In addition to the confirmatory factor analysis model which provides a structure for considering teachers perceptions of CMTs, descriptive statistics are presented from the survey developed that captured teachers’ perceptions of CMTs relative to their sites.
47
Cavell, Heather. "Self-Perceptions of Advanced Mathematical Learners: A Focus on Sixth-Grade Latinos/as." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195422.
Full textAbstract:
The purpose of this dissertation was to analyze the social and educational contexts that impact students' perceptions of their mathematical learning and students' use of resistance in regard to these social and educational impacts within the sixth grade environment. Specifically, this study addressed the following overarching questions: (1) What makes the relationship between student self-perception and (mathematical) learning specific to these Latino student's circumstances/experiences? (2) How do students apply their individual prior knowledge, experiences, and beliefs to their situated classroom context and content? (3) What role do student relationships with teachers, parents, and peers have in the development of student self-esteem and self-perceptions?Data collection included: self-perception questionnaires, student work, mathematical task-based interviews, classroom observations, and focal group interviews.The findings of this study suggest that in the context of this advanced mathematical setting, the teacher and the case study students came together to create an accepting mathematical space. It is possible that students' academic confidence, liking for mathematics, relevance of mathematics to their future career goals, and seeing themselves as capable of having career goals beyond their current economic situations, helped them agree to the classroom situation rather than resist it.The case study students placed themselves in opposition to peers that did not share in the interest that they had toward mathematics. Students were capable of expressing themselves in linguistic forms that were comfortable to them and were allowed to see their language as a tool for learning mathematics. By creating a space that was academically and linguistically supportive to the case study students, the teacher found a means to nurturing his students to be intellectually confident, curious, and engaged. If the teacher-student relationship and student interest in mathematics are strong enough to overcome educational hurdles that students face then there are possibilities for researchers to investigate how to develop this relationship and mathematical interest in order to replace the presence of resistance with approval for students who struggle to connect to school and mathematics.
48
BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.
Full textAbstract:
The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.
49
Wirth, Jamie. "Perceptions of Secondary Mathematics Teachers Concerning Influences on Pedagogical Practices." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27291.
Full textAbstract:
The purpose of this study was to explore the perceptions of Secondary Math Teachers (SMTs) concerning the influences that affect teaching practices and also investigate the possible existence of pluralistic ignorance concerning the way SMTs perceive the effects of influences on their own teaching practices versus the way they perceive the effects of these same influences on the teaching practices of a typical SMT. While other studies have quantitatively analyzed teaching influences through the use of traditional surveys (Weiss, Pasley, Smith, Banilower, & Heck, 2003; Whittington, 2002; Banilower, Smith, Weiss, Malzahn, Campbell, & Weis, 2013; Smith, 2013), this study used Q methodology to analyze the subjective, qualitative aspects of SMT perceptions concerning influences on teaching practices. Nineteen SMTs from North Dakota sorted a list of potential influences under two conditions of instruction (one pertaining to themselves and the other pertaining to their beliefs concerning the typical SMT). The data were collected and analyzed, resulting in the identification and description of three archetypes: the Realists, the Pragmatists, and the Self-Referents. Furthermore, there was evidence to suggest the existence of pluralistic ignorance amongst the participants based on the inconsistency between their two sorts. This was particularly evident concerning Pragmatists who inaccurately viewed themselves as unique.
50
Susuwele-Banda, William John. "Classroom Assessment in Malawi: Teachers' Perceptions and Practices in Mathematics." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26269.
Full textAbstract:
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.