Dissertations / Theses on the topic 'Mathematics and numeracy curriculum and pedagogy'
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Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.
Full textBaturo, Annette R. "Getting to know probability: A descriptive study of the cognitive processes employed by Year 12 students engaged on probability tasks." Thesis, Queensland University of Technology, 1992.
Find full textBaturo, Annette R. "Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/14769/7/14769_Digitised%20Thesis.pdf.
Full textYoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.
Full textTitle from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.
Full textGallardo, Rocio E. "Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices." Thesis, The University of Texas at El Paso, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708539.
Full textThe aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher’s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline & Necochea, 2006; Romo & Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers’ experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers’ practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretaría de Educación Pública, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.
Elzinga, Laura Jo. "The Relationship Between the Use of Curriculum Materials and Inquiry-Based Pedagogy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8905.
Full textAusman, Tasha-Ann. "Contested Subjectivities: Loving, Hating, and Learning Mathematics." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37145.
Full textNivens, Ryan Andrew. "An Investigation of Palindromes and Their Place in Mathematics." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/292.
Full textSidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.
Full textButler, Kenneth L. "Motivation for Mathematics| The Development and Initial Validation of an Abbreviated Instrument." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108029.
Full textThis study outlines the development and initial validation of an abbreviated instrument intended to measure motivation for mathematics of university students in developmental algebra courses. I look across many of the predominant theories on motivation with the aim of representing several of these theories as latent constructs in a single instrument that is short enough to be administered in a reasonable amount of time, but inclusive enough that it could incorporate subscales representing multiple distinct latent factors. This study answers a call by researchers expressing a need to investigate relationships between disparate theories on motivation and is a response to recent studies that have used several subscales from many published instruments in whole or in part as lengthy combined instruments to measure motivation across theories. The practice of utilizing many separate instruments to measure across theoretical frameworks may be unwieldy leading to validity concerns based on response processes, and the practice of taking individual items from separate instruments may potentially be incomplete leading to validity concerns based on the internal structure of the instrument and underrepresentation of the intended construct.
To answer these concerns and develop a tool for future research, I conducted a three phase study. Phase one of this study asked experts in motivation to comment on and pick the best items from a pool of 122 items sourced from several popular previously published instruments that contained factors associated with self-determination, self-efficacy, achievement goals, and expectancy-value. The commentary by experts gave insight into item alignment with theory, and all items with at least 40% endorsement by experts proceeded to phase two.
In phase two, cognitive interviews of students and instructors provided insight into the cognitive processes employed in responding to the 53 items endorsed in phase one. Two researchers coded these qualitative interview data with a grounded theory approach and quantified the data using intra-respondent matrices. Effect sizes of each code provided evidence of content validity of preferred items, and concerns over social dynamics, misrepresentation of factors associated with poor wording, and the use of words like “very much” that forced students to quantify their cognitive processes provided evidence against non-preferred items.
During phase three I administered an instrument containing the surviving 34 items from phase two to 186 participants from twelve developmental algebra courses. Concerns over the broadness of the domain of mathematics led to the removal of self-efficacy and task-value items, and concerns over the abbreviated nature of the instrument led to the removal of items associated with extrinsic motivation. Concerns over the multilevel nature of achievement structured items led to their removal. Thus an exploratory and confirmatory factor analyses of the remaining 16 items representing intrinsic motivation, mastery orientations, performance orientations, and expectancy led to a four factor model that discriminated along theoretical lines and was a good fit for the data. A regression of achievement on the four latent factors from this model revealed expectancy to be the only significant predictor of achievement. With gender included as a moderating variable, performance and expectancy were both significant indicators of achievement for females, but expectancy was the only significant indicator for males. The latent factors from the instrument developed for this study had strong bivariate correlations to subscales from previously published instruments that represented similar constructs.
Several sources provided evidence of content validity. Qualitative data provided evidence in the form of commentary from experts and cognitive interview data from students and instructors. A structural equation model provided evidence of validity based on relationships to other variables. For this model the dependent variable achievement was regressed upon the latent motivation variables with gender included as a moderating variable. Exploratory and confirmatory factor analyses provided validity evidence based on the internal structure. Validity based on consequences and response processes was controlled by using an anonymous process where participation was blind to instructors and researchers, and the administration of an abbreviated measure in a familiar paper and pencil face-to-face format reduced construct irrelevant variance.
This process produced a four factor 16 item Motivation for Mathematics Abbreviated Instrument measuring intrinsic motivation, mastery orientation, performance orientation, and expectancy while accumulating validity evidence for three out of five sources of validity. The result of this inquiry was a psychometric instrument that may be used by researchers, practitioners, and grant writers who desire a tool to measure motivation for mathematics across several of the predominant theories on motivation.
Anderson, Margaret Mary. "Should I Just Decide Where I Think They Are At? Exploring The Literacy And Numeracy Assessment Landscape Of Deaf And Hearing-Impaired Students In New Zealand." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4912.
Full textCason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.
Full textPearson, Esther M. "Mathematics Connections to Current Events." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82960.
Full textBuzuzi, Addlight Ngonidzashe. "Mathematics Teachers’ integration of technology for pedagogical use in a less affluent High School in the Western Cape." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3033.
Full textThis study investigates factors that affect the integration of Educational Technology (ET) by mathematics teachers for pedagogy in less affluent high schools in the Western Cape. ET has permeated the education system in the 21st century. It is now a norm for ET to be used in classrooms for educational purposes. Despite the prevalence of a variety of ETs, not all mathematics teachers are fully equipped to take advantage of the immense benefits posited by ET. This study reveals that a lot of mathematics teachers in public schools in the Western Cape still face critical challenges in their attempt to fully integrate ET for pedagogy. The study employed a qualitative research design to explore the factors affecting the integration and use of ET for curriculum delivery by mathematics teachers in less affluent high schools in the Western Cape Province. The framework underpinning this study is the Technological Pedagogical Content Knowledge (TPACK) framework which guided the researcher in the analysis of the research findings. The researcher used two data collection instruments, namely, semi structured interviews and observations. Face to face semi-structured interviews were conducted with 9 participants and themes were used for analysing data. Participants were fully furnished with information regarding their rights when participating in the study. They were informed that they could withdraw at any given stage during the interview process. Despite the permeance of technology in the education sphere, the study’s findings show that teachers in less affluent schools in the Western Cape still experience mitigating factors that militates against effective integration of technology in classrooms for pedagogy. For effective integration of ET to take place, several factors needed to be critically addressed. They included the lack of training, limited access to ET, lack of technical support, lack of time and the theft of ET resources.
Munro, Brittany. "Teaching Algebra: A Comparison of Scottish and American Perspectives." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/265.
Full textPennington, Glenda. "A longitudinal cohort study examining the relationship between working memory and UK primary school curricular mathematics." Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/4372/.
Full textBoyd, Nicole. "Two-way dialogue on Akatyerr (desert raisin) in a female Indigenous middle years class: Towards cultural inclusivity in mathematics curriculum and pedagogic practice." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/227141/1/Nicole_Boyd_Thesis.pdf.
Full textSalgado, Maria do Carmo. "Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10999.
Full textConselho Nacional de Desenvolvimento Científico e Tecnológico
Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situations
Nesta pesquisa tivemos por objetivo identificar e analisar as diferentes acepções com que os termos Literacia e Alfabetização Matemática aparecem na literatura em Educação Matemática. A partir dessas concepções, objetivamos: identificar sua presença em currículos prescritos e apresentados em materiais curriculares; identificar competências relacionadas ao uso de conceitos numéricos e focalizar a utilização desses conceitos envolvendo também a capacidade crítica relativamente ao seu uso; caracterizar conhecimentos e procedimentos básicos que envolvem a capacidade de usar conhecimentos e procedimentos em contextos reais. Este estudo pauta-se pela seguinte questão-diretriz: Quais competências relacionadas ao uso de conceitos numéricos apresentam os alunos egressos da Educação Básica? Em busca de respondê-la, organizamos nossa pesquisa em duas fases complementares. Na primeira, realizamos um estudo exploratório envolvendo levantamento bibliográfico e análise documental. Os documentos analisados foram os Parâmetros Curriculares Nacionais do Ensino Fundamental II e do Ensino Médio, além de duas coleções de livros didáticos referentes a esses dois níveis de ensino. Na segunda fase, elaboramos um roteiro de entrevista semiestruturada. Os sujeitos da pesquisa nessa fase foram constituídos por alunos egressos do Ensino Médio de escolas paulistanas. Para a compreensão dos termos Literacia e Alfabetização Matemática, e sua presença nos currículos do Ensino Fundamental e do Ensino Médio, tomamos como referência os trabalhos dos pesquisadores Ubiratan D Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger e Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen e Joaquín Giménez. A partir desses estudos, concluímos que, embora as abordagens de diferentes autores tenham nuances específicas, elas possuem elementos comuns no sentido de se traduzirem em competências a serem desenvolvidas/potencializadas pelo ser humano. Mediante análise dos documentos, percebemos que, ao proporem e defenderem propostas intituladas como de alfabetização matemática, numeracia, literacia, entre outras, os autores de livros didáticos abordam situações de aprendizagem que pouco convergem com as concepções apresentadas. Foi possível identificar com as entrevistas que a maioria dos alunos consegue perceber a presença da Matemática e algumas de suas ideias presentes em seu cotidiano. Com a proposição das situações relacionadas às competências numéricas, foi possível constatar que geralmente os alunos resolvem os problemas recorrendo a técnicas operatórias, e, no que diz respeito à capacidade crítica dos alunos, observamos certa insegurança por parte deles na tomada de decisões no processo de resolução das situações propostas
Simone, Nicole R. "Teachers perspectives of embedding Aboriginal and Torres Strait Islander peoples' histories and cultures in mathematics." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227459/1/Nicole_Simone_Thesis.pdf.
Full textLindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.
Full textNeiswender, Cathryn. "Bridgeworks| An exploratory mixed methods study of student transitions from noncredit to credit in mathematics." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663039.
Full textProviding access to a post-secondary education for a diverse population of learners with varied levels of academic preparation continues to be a challenge for California community colleges. One response has been to establish partnerships. Each partnership incorporates different scopes, instructional patterns, and outcomes to impact students. The literature supports the construction of academic pathways that provide evidence of persistence and student success. Research legitimizes connections that link students to student support services and academic skill development. California community colleges are implementing partnerships designed to achieve this end.
This study examined the impact of a noncredit to credit partnership. It explored the factors that contributed to student success in community college credit entry-level mathematics courses. The findings of the study revealed the impact of alternative course structures that integrate subject competency with preparation for the rigor of credit math courses. The study findings revealed the benefit of in-class tutoring and counseling that connects students to support services and reduces transitional barriers. This study will add to the volume of research regarding student success as it examines a noncredit program utilizing untapped resources to support student success in a community college district setting.
Elliott, Lindsay Erin. "What Elementary Leaders Need to Know in Order to Observe Mathematics Instruction and Provide Feedback to Teachers Effectively: A Delphi Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/46982.
Full textEd. D.
Diego, Daniel. "A PHENOMENOLOGICAL INQUIRY INTO THE TEACHING OF CLIMATE CHANGE." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3715.
Full textCourtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
Full textENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
Makwinya, Noel Mark. "Managing science teachers’ adoption of the 2005 Tanzanian Inquiry and Student-Centred Curriculum: Revealing schoolbased leaders’ practices and achievements." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2289.
Full textBrennan, Cynthia Reeder. "IMPLEMENTATION OF AUTHENTIC INVESTIGATIVEACTIVITIES IN RATIO AND PROPORTION TO ADULT LEARNERS:A CASE STUDY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1425659840.
Full textIkenberry, Susan J. "Math, Class, and Katrina Aftermath: The Impact of Experiences Teaching Mathematics to Low-income Middle School Students on Middle-income Teachers’ Pedagogical Strategies." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1925.
Full textHaston, Annabelle L. "Critical Thinking in Higher Education STEM: A Qualitative Faculty Perspective." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1588267723061242.
Full textOsmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.
Full textTo what extent the elementary prospective mathematics teachers&rsquo
noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo
With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo
reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo
noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.
Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.
Full textThis mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher’s instruction and student performance.
The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher’s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.
When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student’s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.
In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.
(9815939), Gemma Mann. "Clicking: A constructivist grounded theory for developing quantitative literacy for learning mathematics in an enabling course in tertiary education." Thesis, 2019. https://figshare.com/articles/thesis/Clicking_A_constructivist_grounded_theory_for_developing_quantitative_literacy_for_learning_mathematics_in_an_enabling_course_in_tertiary_education/13450937.
Full text(9794219), Kathryn Egea. "The design, development and evaluation of a computer-based testing system: An innovative approach to diagnostic placement of students in a bridging mathematics program." Thesis, 2001. https://figshare.com/articles/thesis/The_design_development_and_evaluation_of_a_computer-based_testing_system_An_innovative_approach_to_diagnostic_placement_of_students_in_a_bridging_mathematics_program/13459499.
Full text(14256874), Mary J. Klein. "The possibilities and limitations of constructivist practice in pre-service teacher education in mathematics: Foucault, action research and pedagogical desire." Thesis, 1996. https://figshare.com/articles/thesis/The_possibilities_and_limitations_of_constructivist_practice_in_pre-service_teacher_education_in_mathematics_Foucault_action_research_and_pedagogical_desire/21723032.
Full textThis study investigates the possibilities and limitations of "constructivist" methods of teaching in a mathematics "methods" course in pre-service teacher education. The research undertaken responds to the Discipline Review of Teacher Education in Mathematics and Science (1989, p.17) which states that teachers of mathematics must themselves "have learned mathematics by constructing their own knowledge through discovery, exploration and problem solving in relevant and supportive environments".
In the initial cycles of the research I concentrated on the implementation of "constructivist" practice informed by Habermas' (Can and Kemmis, 1986) critical social theory. I found liberal humanistic assumptions of the individual and knowledge within action research and constructivism problematic in that they did not afford any way of making sense of many of the actions and practices of myself and students. I turned to Foucauldian genealogy for a post-structuralist theorisation of power-knowledge operating within the discourse of constructivist mathematics constituting subjectivities and effecting instances of marginalisation.
In the third and final cycle of the research I moved hesitantly towards an understanding of myself and students as discursively constituted, variously positioned and positioning others within the discourse. Epistemologically I began to recognise and appreciate both knowledge as cognitive construct, and a knowing or knowledge as production of meaning. That is, as students constructed the authoritative mathematical and pedagogical knowledges, meanings were also produced which were at times discriminatory.
Concluding chapters focus on the production of meaning within myself and students as pedagogical desire. With reference to my practice, I reflect on the importance of distinguishing between discourse as a linguistic function and discourse in the Foucauldian sense as the operation of power-knowledge within practice if teacher education is to move beyond its present conservative influence on students. That is, perhaps teacher education in mathematics needs to move beyond talking differently about mathematics, for example constructivist mathematics or mathematics from minority cultures, to an emphasis on being differently in mathematics through affording students the space to examine meanings produced through the operation of power-knowledge as unquestioned liberal-humanistic assumptions of the individual in constructivist pedagogy and collaborative action research.
Milman, Yevgeniy. "Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study." Thesis, 2016. https://doi.org/10.7916/D8G160V6.
Full textMoore, Karen Margaret. "Improving the Teaching and Learning of Mathematics with Numeracy Support Teachers: A Program Evaluation of Newfoundland and Labrador’s Excellence in Mathematics Strategy." Thesis, 2014. http://hdl.handle.net/1828/5615.
Full textGraduate
0280
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karen.m.moore@gmail.com
(7360664), Gary Lee Johns. "STEM AND DATA: INSTRUCTIONAL DECISION MAKING OF SECONDARY SCIENCE AND MATHEMATICS TEACHERS." Thesis, 2019.
Find full textCarroll, Jeanne. "Primary school teachers' views of mathematics teaching and learning." Thesis, 1997. https://vuir.vu.edu.au/24365/.
Full text"Black Males’ Perceptions of Their Teachers’ Curricular Expectations in Culturally Sustaining Mathematics Classrooms." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.57254.
Full textDissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2020
Oskarsson, Evelina, and Emma Utterström. "Digitala läromedel i matematik : En innehållsanalys av digitala läromedel i matematik för årskurs 4 med fokus på kommunikation och interaktion." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84915.
Full textHassan, Shaik Mohammad. "Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape." Diss., 2016. http://hdl.handle.net/10500/21030.
Full textEducational Leadership and Management
M. Ed. (Education Management)
Rankweteke, Puleng Edwin. "Using cooperative learning in a grade 11 classroom to enhance conceptual understanding of Trigonometry." Diss., 2020. http://hdl.handle.net/10500/26858.
Full textMathematics Education
M. Ed. (Mathematics Education)