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Dissertations / Theses on the topic 'Mathematics competency'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.

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This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through d

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2

Louw, Cecilia Jacomina. "Die aard, doel en effektiwiteit van assessering in tersiere wiskunde." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-144523/.

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Brocklebank, Ruth Rollins. "Factors affecting implementation of a performance-based model in high school mathematics a teacher change study /." Online access for everyone, 2004. http://www.dissertations.wsu.edu/Dissertations/Summer2004/r%5Fbrocklebank%5F072004.pdf.

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4

Williams, Marcia Wright. "Comparison of fifth-grade students' mathematics achievement as evidenced by Georgia's Criterion-Referenced Competency Test traditional and departmentalized settings /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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5

Monger, Carol Thompson. "Effects of a mastery learning strategy on elementary and middle school mathematics students' achievement and subject related affect /." Access abstract and link to full text, 1989. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8913881.

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6

Palmberg, Björn. "The influence of national curricula and national assessments on teachers’ beliefs about the goals of school mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88067.

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What students should learn in school and therefore also what teachers should teach is an important issue worldwide. Mathematics teaching (and teaching in other subjects) is often regulated by some form of governing text in a written curriculum communcating a set of standards. Another common mean through which policy is communicated is assessments, which for example can convey policy by communicating desirable outcomes in student learning. A common problem with regulating what teachers do through policy means is that it often is difficult to achieve intended changes. This study investigates the

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Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.

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8

Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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9

Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.

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This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representati

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Kyriakidou-Christofidou, Athina. "Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109214.

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<p> The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention. </p><p> It is

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11

Mellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.

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This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement bet

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12

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.

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13

Strosnider, Roberta Atha. "Predictor variables discriminating with success or failure of handicapped students on the retest of the Maryland Functional Mathematics Test." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/74216.

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The purpose of this study was to determine which pupil and program characteristics discriminate with the success of learning disabled and mildly mentally retarded students on the retest of the Maryland Functional Mathematics Test (MFMT). A secondary purpose was to provide Baltimore County Public Schools (BCPS) with added knowledge to utilize in planning for handicapped students' Individualized Educational Program (IEP) . The sample consisted of 270 handicapped ninth grade students who failed the MFMT in the fall of 1985 and took the retest in the spring of 1986. Students taking the retest were

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14

Thomas, Chacko. "Research projects." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004531.

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The South African education is undergoing transformation. The introduction of Curriculum 2005 and Outcome Based Education (OBE) are important aspects of this transformation process. The implementation of the new curriculum however, has not been smooth. A lack of adequately qualified and trained teachers and effective learning support materials have been identified as some of the major problems facing the implementation of OBE at school level. Even though the colleges of education in the country were not brought on board in the planning and implementation levels of the new curriculum, they coul

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Mosala, Olehile Lazarus. "Problems encountered by educators regarding the implementation of the national curriculum statement in mathematics." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/173.

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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011<br>This study examines the problems encountered by educators regarding the implementation of the National Curriculum Statement in mathematics in grades 10-12. The first aim of the study was to provide solutions to problems regarding training experienced by FET mathematics educators. The second aim was to identify problem areas in the NCS that frustrate mathematics educators teaching in the FET band and to identify areas that appeal to these educators. The third aim was to provide guidelines to assist educators

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Cherub, Fauzia. "An exploration of understandings and expectations around differentiation in mathematics, science and technology education." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008179.

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The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a

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Wood-Humiston, Ruth Ann. "A comparison study of the math achievement rate of students in fourth grade with educational disabilities in the accelerated school program and Missouri's traditional school program /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052233.

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18

Araki, Linda. "An exploratory study of student attitudes toward statistics and their retention of statistical concepts." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/472.

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The purpose of this exploratory research was to investigate potential factors (i.e. gender, time lapse between the latest statistics class and completion of the statistics test, grade point average (GPA), attitude towards statistics), which are associated with the comprehension and retention of statistical knowledge in Baccalaureate Psychology students. The criterion variable was statistical competency, which was measured in five subdomains: basic concepts, descriptives, correlation/regression, hypothesis testing, and inferential statistics.

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Lattimore, Randy. "Assessing the mathematical competence of African American tenth graders in preparation for a mathematics proficiency test : a qualitative study /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974402.

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20

Nguyen, An. "Mathematical model of competence regulation circuit." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374173/.

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Gene expression regulatory networks are molecular networks which describe interactions among gene products in terms of biochemical reactions. This helps us understand the molecular mechanisms underlying important biological processes as well as cell functioning as a whole. For instance, the phenomenon of bacterial competence, whereby a bacterium enters a transiently differentiated state, incorporating DNA fragments from its environment into its genome, has been studied with the help of such gene regulatory circuits (Suel et al., 2006; Maamar and Dubnau, 2005). As a result, a genetic circuit ha

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Poon, Ying-ming. "Enhancing communication with mathematics club activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3538296X.

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Lousis, Michael. "Student mathematical competence as shown through errors." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437153.

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Rowland, Timothy. "Vagueness in mathematics talk." Thesis, n.p, 1995. http://ethos.bl.uk/.

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Hassan, Nazir Ahmed. "An investigative study on the affect and concerns of mathematics student teachers with special reference to social-context based learning packages / Nazir Ahmed Hassan." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8698.

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This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these sho

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Ramukumba, Mokholelana Margaret. "The role of beliefs, conceptualisations and experiences of OBE in teaching practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5378.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>Bibliography<br>The implementation of OBE has significant implications for teachers’ work; adopting an OBE approach entails reconstruction of professional knowledge and a redefinition of planning procedures, teaching approaches and assessment practices. A teacher attempting to make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will inevitably bring his/her worldviews, past experiences and beliefs into the process of teaching and learning, and would also need to engage with new concepts

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Browning, Nolan D. "Comparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54770.

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The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a sev

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Bakanovienė, Tatjana. "Teachers’ competence while educating children gifted at mathematics in primary and basic schools." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20101118_093559-03902.

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The education system of gifted children involves the recognition and education of capable children. The harmonious functioning of this system depends on teachers’ competences. While relating the quality of pedagogical activity with teacher’s capacities to effectively perform the operations, the problem of pedagogical competence of gifted children’s education is actualized. In the present dissertation, it is strived to theoretically substantiate and empirically investigate the teachers’ competence while educating the children gifted at mathematics. The theoretical basics of education of gifted

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O'Driscoll-Tole, Kim. "The development of spatial competence within the mathematics curriculum at age 11-14." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367229.

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Ijeh, Sunday Bomboi. "How competent mathematics teachers develop pedagogical content knowledge in statistics teaching." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24074.

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This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written

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30

Fagan, Dorothy Violet. "Reading competence and Advanced level physics." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021630/.

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Language, for various reasons, tends to be a neglected area in the school physics curriculum. Discussion of "literacy" in the context of science teaching is limited, and many teachers are unclear about the issues involved. However, so-called "active reading" exercises have had an impact on the science curriculum up to GCSE level as part of a broader campaign for enhancing reading for learning. This has helped to highlight reading in science but without necessarily clarifying the issues or attempting to integrate results with what might be called "standard measures of progress". This study uses

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Rebholz, Franziska [Verfasser], and Jessika [Akademischer Betreuer] Golle. "Fostering Mathematical Competences by Preparing for a Mathematical Competition / Franziska Rebholz ; Betreuer: Jessika Golle." Tübingen : Universitätsbibliothek Tübingen, 2018. http://d-nb.info/1168148820/34.

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Morales, Maure Luisa Mabel. "Competencia de análisis e intervención didáctica del docente de primaria en Panamá." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668727.

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El Objetivo general de esta tesis es investigar el desarrollo y evaluación de la competencia de análisis e intervención didáctica de maestros de primaria, mediante el diseño y la implementación de ciclos formativos en didáctica de las matemáticas, a fin y efecto de que optimicen los procesos de enseñanza y aprendizaje de las matemáticas en sus aulas. Dicho objetivo general, se concreta en 5 objetivos específicos, los tres primeros sirven para conocer la situación actual de la formación de maestros en Panamá. El cuarto objetivo persigue diseñar e implementar un dispositivo formativo que desarro

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May, Bruce Mathew. "A teaching strategy to enhance mathematical competency of pre-service teachers at UWC." University of the Western Cape, 2017. http://hdl.handle.net/11394/5772.

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Philosophiae Doctor - PhD<br>In this study a mixed methods approach was employed to investigate how exposure to a teaching strategy based on spiral revision, productive practice and a mainly direct expository instructional method would influence the mathematical competencies of procedural fluency and conceptual understanding of pre-service mathematics teachers at a South African university. A secondary concern of the study was how retention and transfer abilities of participants would be influenced if they experience mathematics through a teaching strategy underpinned by spiral revision

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Poon, Ying-ming, and 潘瑩明. "Enhancing communication with mathematics club activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3538296X.

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Pettersson, Eva. "Studiesituationen för elever med särskilda matematiska förmågor." Doctoral thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11578.

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The study aims to describe variation in the expression of students’ mathematical ability and the various ways in which their mathematical aptitude is acknowledged and supported by their teachers, parents and peers in a Swedish context. Ability is defined as a complex of various abilities each of which may be more or less pronounced in a given individual. The study is based on ten case studies of highly able students (ages 6-19). Six of the studies are longitudinal, ranging from three to six years. In order to validate the results of the case studies, two survey studies were carried out involvi

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Rubio, Goycochea Norma Violeta. "Competencia del profesorado en el análisis didáctico de prácticas, objetos y procesos matemáticos." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/294031.

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En este estudio se realizan tres aportes teóricos y uno práctico. El primero de ellos, al determinar las ambigüedades que presentan los constructos teóricos del informe PISA 2003, muestra el tipo de evaluación de competencias que se propone en dicho informe y su posición contraria a la realización de una evaluación analítica y global de las competencias matemáticas a partir del análisis a posteriori de las respuestas de los alumnos a tareas de respuesta abiertas. El segundo aporte teórico, está enmarcado en la perspectiva del Enfoque ontosemiótico de la cognición e instrucción matemática (EOS)

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Bouyer, Melinda, and Johansson Irma Mitre. "Matematiska kompetenser i läroböckernasuppgifter : En granskning av två Matematik A läroböcker." Thesis, University of Kalmar, School of Human Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2743.

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<p>Syftet med denna studie är att undersöka förekomsten av de matematiska kompetenserna i läroböcker för Matematik A. Centralt i studien är de sex matematiska kompetenser, som Palm <em>et al.</em> (2004) analyserat fram ur de nationella styrdokumenten. Dessa kompetenser är: kommunikationskompetens, modelleringskompetens, resonemangskompetens, begreppskompetens, problemlösningskompetens och algoritmkompetens. För att nå syftet genomfördes en analys av uppgifter i två läroböcker för Matematik A.</p><p>Undersökningens resultat visar att alla sex matematiska kompetenser finns representerade i läro

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Levi, Genoveva, and Eduardo Ramos. "THE INFLUENCE OF GEOGRAPHICAL, SOCIAL AND CULTURAL FACTORS IN THE MATHEMATICAL COMPETENCE LEVEL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82677.

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Lazare, Lynne C. "Developing mathematical competence through contextually situated experiences as seen through an enactivist lens." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ59184.pdf.

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Barbero, Sola Iván. "Integración de recursos digitales para el aprendizaje de las matemáticas en la formación inicial de maestros. Un estudio cuasi-experimental." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671134.

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questa tesi doctoral té com a objecte d'estudi la influència de la incorporació de recursos tecnològics en l'aprenentatge de competències matemàtiques en la formació de mestres. Per això s'inicia amb el diagnòstic dels coneixements previs de l'alumnat en relació a les assignatures de matemàtiques de Numeració, Càlcul i Mesura (1r curs), Espai i Forma (2n curs) i Tractament de la Informació, Atzar i Probabilitat (3r curs), i d'una anàlisi de la competència digital en relació a l'ús de les TIC en la formació i dels instruments i procediments TIC que utilitzen els estudiants. A partir de l'elab

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Levi, Genoveva, and Eduardo Ramos. "MATHEMATICAL COMPETENCE ASSESMENT OF A LARGE GROUPS OF STUDENTS IN A DISTANCE EDUCATION SYSTEM." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82663.

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Kim, Wendy Wen-Shin. "Help-seeking tendencies and their relationship to competence, goal orientation, autonomy and achievement level in middle school mathematics." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000121.

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Brown, Eva. "Re-examining the factors of mathematical (in-)competency, using a multiple regression analysis of adults' learning journeys." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602448.

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Mathematical competency plays a significant role in academic, social and economic development. Yet, in spite of its importance, over half of Northern Ireland's adult population is struggling with using basic numeracy skills. Consequently, the scope of the current study was to identify the contributing factors to • mathematical (in-) competency by examining the adults' learning journeys. A case study based on a further and higher education college in Northern Ireland was conducted and information was collected in two stages: firstly, through a number of focus-group interviews and secondly, thro

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Schiffman, Joanna. "Competence and Effort: The Role of Children's Metacognitive Judgments in Strategy Selection." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108609.

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Thesis advisor: Elida V. Laski<br>Strategy selection is an essential aspect of problem-solving, particularly within the domain of mathematics. This dissertation examines the mechanisms that guide children’s arithmetic strategy selection in order to advance theoretical understanding of this essential component of cognitive development. Better understanding of arithmetic strategy selection is important because individual differences in children’s arithmetic strategies are predictive of arithmetic accuracy and later math achievement. The current study builds upon prior research that has identifie

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Seckel, Santis María José. "Competencia en análisis didáctico en la formación inicial de profesores de educación general básica con mención en matemática." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/385915.

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En el ámbito de la didáctica de la matemática, varios autores se han interesado por estudiar cuáles son las competencias profesionales que debe tener un profesor para enseñar matemáticas. Si bien nos encontramos con diversas respuestas a esta interrogante, existe consenso en que una de las competencias más importantes es aquella que permite analizar la práctica pedagógica dando pie a propuestas de mejoras fundamentadas (competencia de análisis didáctico). Considerando lo anterior, esta investigación se ha interesado por profundizar el conocimiento de los procesos formativos que se llevan a

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Björklund, Boistrup Lisa. "Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43208.

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This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and rol

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Azizi, Shahin, and Maria Tabib. "De fem förmågorna i matematik : Hur läromedlet kan främja de fem förmågorna." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55087.

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Syftet med denna studie var att få vetskap om hur lärare använder sig av Favorit matematik i undervisningen för att främja elevernas kunskaper i de fem förmågorna. Syftet var även att få en uppfattning om hur läraren förhåller sig till undervisningen om läromedlet inte räcker till. Vi valde att utföra kvalitativa intervjuer via zoom med F-3 lärare. Urvalet består av sex erfarna lärare som har arbetet med matematikundervisning i lågstadiet i minst 4 år. I vårt resultat framkommer det att lärarna använder sig av läromedlet i stor utsträckning men att de behöver komplettera detta med övningar och

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Shu-Haur, Tsao, and 曹書豪. "An Internet Cognitive Diagnosis Testing Systsem based on Mathematics Competency Indicators." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/52932128063189424666.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>96<br>The purpose of this study is to develop a network cognition diagnosis system for teachers to understand the learning efficiency and information of concept hierarchies and ordering. Teachers could therefore do individualized remedial instruction. This algorithm is based on item response theory, ordering theory and interpretive structural modeling. The empirical data testing of this research focuses on the domain of “number and quantity'”and “geometry” of elementary mathematics. In addition, the research integrates relative mathematics indicators to design t

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Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum /." 2006. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.

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Pereira, Clarence Alfred. "A mathematics competency test for the placement of students at a technical college." Thesis, 2014. http://hdl.handle.net/10210/10708.

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