To see the other types of publications on this topic, follow the link: Mathematics competency.
Dissertations / Theses on the topic 'Mathematics competency'
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 'Mathematics competency.'
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
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.
Full textAbstract:
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 direct teaching observation. The sample consisted of 104 student teachers drawn from two different training programmes, 2-Year Certificate of Education (CE) Course and 4-Year Bachelor of Education (BEd) Programme, at the first stage. Hence 52 student teachers were invited to participate in the second stage, TP supervision. Differences across programmes, year groups and gender were investigated. This study found that AMT has a positive effect on TP performance and it is also positively correlated with PCK achievement. However, it is surprising that subject content knowledge (SCK) has no statistically significant relationships with AMT, PCK achievement and TP performance. There were no substantial gender-related differences on AMT and SCK achievement however, female student teachers performed better than male student teachers on tasks requiring patience on preparation of lesson plans and teaching aids, explanations of mathematical concepts and making discussion with pupils. Besides, and surprisingly, CE student teachers had better PCK than BEd student teachers and CE student teachers also improved more than BEd student teachers in AMT by comparing their Pre- and Pro-TP AMT scores. These findings have important implications for the design of teacher training programmes and teaching effectiveness in mathematics. It is recommended that similar research be replicated for secondary student teachers, full time kindergarten, primary and secondary teachers and with questionnaires written in Chinese if necessary.
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/.
Full text
3
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.
Full text
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.
Full text
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.
Full text
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.
Full textAbstract:
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 impact of a national reform in Sweden initiated in 1994, introducing mathematical competency goals by communicating them through the national curriculum and national assessments. The study is based on analysis of data obtained from the Swedish Schools Inspectorate (SSI), which conducted a quality review of upper secondary school mathematics teaching. During this quality review, the SSI collected data on a representative sample of 145 upper secondary mathematics teachers through interviews, observations, and surveys. This was done in 2009 and 2010, which means that the reform from a time perspective has had ample time to exert influence on teachers. In the study the data obtained from the SSI was analyzed in order to answer two questions: have teachers changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform, and why have, or have they not, changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform? In research on teachers’ reception of policy messages, similar to the one introduced in Sweden, it has been found that a common response to these messages is that teachers are positive to the message. However, although positive, teachers have often been found to only adopt superficial properties of the reform while still maintaining a highly traditional view of teaching and the goals of teaching, not consistent with the intentions of the reform. Therefore, the questions in this study were examined by using a model that can explain why teachers, when confronted with a reform message, change their beliefs in profound or superficial ways, or not at all. Through analysis of the SSI-data, measures on constructs of the model were obtained, and with statistical means it was examined whether the model can account for the changes in teachers’ beliefs about the goals of upper secondary school mathematics. The results of the study suggest that the Swedish reform has had a relatively small impact, and that the model can give an explanation to why some Swedish upper secondary teachers of mathematics have changed their beliefs in line with the reform, some have changed them in superficial ways, and some have not changed them in any discernable way. Whether teachers perceive the reform as entailing an important and non-trivial change for them seems to be of utmost importance. The results of this study suggest that if teachers do not perceive this, they will not process the message deeply, which by the results of this study suggest that there is little chance for them to change their beliefs in a profound way. If they however do perceive the message as entailing an important and non-trivial change, this study suggests that chances are greater that teachers will change their beliefs in line with the reform. Teachers’ interest in the subject and their perceptions of the usefulness of the documents communicating the message are then in this study suggested to be important factors influencing whether teachers will process the reform message systematically, which in turn heavily influences whether they will change their beliefs in a profound way. One practical implication, suggested by this study is that when policy communicates a new and non-trivial message with the intention of influencing teachers, it is important that the message is communicated clearly. Such clarity makes it more difficult for a teacher to superficially interpret the message as being in accordance with the teacher’s earlier beliefs, and thus not entail any need for change. However, to attain such clarity of a complex message is not an easy task to accomplish.
7
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.
Full text
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.
Full text
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.
Full textAbstract:
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 representations for
tasks as well as the students' demonstration of connections between mathematical ideas.
The results show that preservice teachers entering the Early Childhood and Primary
Teacher Education Programmes at the University of Canberra do so with weak
understanding of many of the mathematical concepts that are fundamental to primary level
mathematics curricula. The type of understanding demonstrated by these students was
predominantly instrumental in nature.
Differences between groups were found with reference to the amount of confidence and
interest displayed during tasks.
The implications of these results on mathematics teacher education are discussed.
The study identifies the need for alternative assessment protocol for mathematics screening
of preservice teachers. Discussion of appropriate techniques for the reconstruction of
mathematical understanding is also considered.
10
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.
Full textAbstract:
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.
It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31".
Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.
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.
Full textAbstract:
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 between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.
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.
Full text
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.
Full textAbstract:
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 divided into those who passed and those who failed. Data were collected describing the pupil's general ability, mathematics ability, race, sex, age, attendance, handicapping condition, level of special education services received, mathematics grade, and type of appropriate assistance received . Data were analyzed by employing a step-wise discriminant analysis. It was concluded that general ability, handicapping condition, sex, mathematics ability, mathematics grade, and race when in conjunction with each other discriminated with success on the retest of the MFMT. A model for utilizing the information in decision making was offered for school systems determining on an individual basis whether handicapped students will work toward a regular diploma or Certificate of Attendance.Ed. D.
14
Thomas, Chacko. "Research projects." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004531.
Full textAbstract:
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 could have played an important role in training of educators and developing learning materials for the successful take off of the new curriculum. In the first research project I look into the preparedness of the Mathematics Department of a college of education in the Eastern Cape towards the implementation of Outcome Based Education. The first part of the research project consists of a literature review on Curriculum 2005, Outcome Based Education and the expectations of teachers in the new curriculum and the research methodologies used. The findings revealed that the department, as a whole, was not adequately prepared for the implementation of outcome-based education even though there were some indications that the department effected some modifications in its curriculum and practice teaching. As an OBE facilitator and a college lecturer, I developed some learning materials in Linear Programming. These activity-oriented materials were based on constructivist principles and were used by my first year Secondary Teachers Diploma students. In the second research project, I reflect on the results of using these learning materials by my students. In the first chapter of the project, the context and background of the research and the reasons for selecting Linear Programming as the topic for preparing the learning material are described. This is followed by a brief overview of constructivism together with a brief explanation of the reasons for considering the material to be constructivist. The research paradigm followed in the project, the research techniques employed in evaluating the learning material and the strengths and weaknesses of the evaluation techniques are given in the next chapter. In the following chapter, the findings from the various data gathering methods and the results of the implementation of the material are described. The concluding chapter presents a critical reflection on the whole process involved in the material development. The post 1994 government in South Africa seems to attach much importance to mathematics, science and technology education. The majority of the population who were previously denied access to these subjects is given more opportunities to learn them. The international Mathematics Union declared 2000 as the World Mathematical Year. One of the aims of the activities organized as part of the celebrations was improving the public image of mathematics to realize the vision of "Mathematics For All". The South African government shows keen interest to improve mathematics education in the country in an attempt to realize the vision of Mathematics For All. Even though the accessibility rate to mathematics has increased, the success rate has not yet increased as anticipated. In this context I, as a post-graduate student in Mathematics Education, thought of /reviewing the concept of Mathematics For All in the South African context. In the third research project, which is a literature review, initially an attempt is made to unpack the concept of Mathematics for ALL. In analyzing the concept, answers are sought for questions like: What is mathematics and why should it be taught? It is followed by a brief review of some goals of mathematics education. Then the current situation of mathematics education in South Africa and the efforts to improve it are also looked at. This is followed by an analysis pf the reasons for the general unpopularity of mathematics. In the concluding part some suggestions for improving mathematics education in the country are given.
15
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.
Full textAbstract:
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011This 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 with lesson planning in mathematics in the FET band. The fourth aim was to provide guidelines for appropriate assessment in mathematics in the FET band. The fifth aim was to provide guidelines for the effective integration of OBE in the teaching of mathematics in the FET band. The field work was executed by administering a questionnaire to a randomly selected sample of fifty two educators teaching in the FET band. Interviews were semi-structured, flexible and yielded additional information to that of the questionnaire. The questions of the interview were directly related to the objectives of the study and followed a given sequence that was adhered to in each interview process. The researcher arranged to interview one educator from each of the 15 randomly selected schools in the Motheo-district, but only 10 educators responded positively in the interview process, other educators could not avail themselves on that day. The researcher analysed the responses according to the respondent‟s personal particulars. Descriptive analysis of the sample data for section B of the questionnaire were then done, using respondent counting, percentages and the average for the responses of each statement. This study revealed that educators differ in terms of the problems that they encountered in implementing the NCS in mathematics. The findings from this study pointed out problems such as educators receiving inadequate training on implementing the NCS in mathematics. It was also revealed that educators had not been visited by the departmental officials in their schools for monitoring the implementation of the NCS in mathematics. The last finding showed that teaching and learning support material arrived late during 2008 and that there was a large shortage of such material. The result of the study provides invaluable baseline information with regard to the problems encountered by the educators in the implementation of the NCS in mathematics. On the basis of the findings of this study, a number of recommendations for the implementation of curriculum change in mathematics on FET level are given in Chapter 5.
16
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.
Full textAbstract:
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 further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.
17
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.
Full text
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.
Full textAbstract:
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.
19
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.
Full text
20
Nguyen, An. "Mathematical model of competence regulation circuit." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374173/.
Full textAbstract:
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 has been taken into account in order to describe the transition from a vegetative state to a transient state of competence and vice versa. In this work, we are going to study a genetic circuit presented by Suel et al. (2007) to describe this dynamical behaviour. The authors introduce model reduction techniques to study the behaviour of stochastic chemical system of X species by means of an adiabatic two dimensional model. While the adiabatic model helps us understand about the dynamics near the steady state, it gives an incorrect description of the time-scales of the competent state. For this reason, it is necessary to build up a model which better describes the system realistically. In the thesis, I propose an approximate two-dimensional model of the full high-dimensional system and from that, the dynamics of the system can be simulated more accurately compared to that of Suel et al. (2007). I then show how to put the noise back into the approximate model to be able come up with a stochastic model which can mathematically describe the dynamical behaviour of the original high dimensional system. I also found out that the evolution of the system is not well approximated by a Langevin process. This leads to a gap between the real behavior which is described by Gillespie's stochastic simulation and the Langevin approximation. To overcome this, I have fixed the stochastic Langevin model by incorporating empirically tunable noise into the model so as to obtain a similar behaviour as observed in the original system. I also introduce the chemical Fokker-Planck equation aimed to estimate the probability density function of species concentrations which are involved in the biochemical system.
21
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.
Full text
22
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.
Full text
23
Rowland, Timothy. "Vagueness in mathematics talk." Thesis, n.p, 1995. http://ethos.bl.uk/.
Full text
24
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.
Full textAbstract:
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 shortcomings at pre-service level through the preparation of
Mathematics student teachers as prospective Mathematics teachers.
In addressing the issue of inadequate training, the focus of the study was not only on cognition,
but also on how affect could influence the learning of Mathematics so as to ensure a more
encompassing approach in understanding how student teachers learn and do Mathematics.
Integrated research on affect and cognition could lead to optimal performance in the teaching and
learning of Mathematics and researchers in mathematics education need to acknowledge the role
and impact of the affective domain and integrate it into studies of cognition. If learners are going
to become competent learners of Mathematics, their affective responses to Mathematics are going
to be much more intense than if they are merely expected to achieve satisfactory levels of
performance in low-order mathematical skills. In the studies on mathematics cognition, the focus
of mathematical competencies is on abilities and capabilities while, in the affective domain,
competencies in mathematics are more than the abilities to perform observable tasks. Rather, the
focus of the affective competencies lies in the direction, the degree and the levels of intensities of
affect constructs (or their variables) that will define mathematical competencies within the
affective domain. Evidentiary (qualitative) data from this study supported the contention that
affect does influence the learning of mathematics since there were distinct patterns in the overall
expressions of participants towards this aspect of the research.
The acknowledgment of the concerns of student teachers during field practicum could possibly
help in ameliorating these concerns through the identification of what student teachers were
mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales
of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified
on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns
about learner-benefit). Some of the statistical results were integrated with the narrative data to
provide substantive support for the expressions of student teachers. No classical trends, as noted in
the concerns theory, could be detected in this study. It was statistically inferred that a majority of
Mathematics student teachers who participated in this study were moderately concerned about
most of the concerns statements noted in each of the items on the SCQ. In addressing the variable
quality of the learning material the study focused on the development and the use of social context
learning packages. The utilisation of these learning packages (in an intervention strategy) was
aimed at strengthening social context knowledge and education, and explored its role in the
translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on
how student teachers perceived the use of these learning packages was recorded during the
interviews. Analyses of the verbal data revealed that the participating student teachers agreed with
the use of social context learning packages as part of their Mathematics lessons. In sum, the need
to prepare effective Mathematics teachers and raise the academic calibre of prospective
Mathematics teachers was fundamental to the overall design of this study. It is trusted that
curriculum planners and designers will consider the recommendations of this study to address the
so-called inadequacies within the education system of South Africa.Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013
25
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.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
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 to keep track of the changes in meaning and priorities. Within this changing education scenario OBE, as an initiative, offers opportunities for new pedagogies to flourish, marking a departure from the safe haven of traditional pedagogy. Therefore a perspective on teachers’ beliefs regarding OBE can provide an alternative interpretive lens for researchers through understanding teachers’ actions and thoughts. Purpose: The aim was to examine strategies teachers employ in their classrooms in response to their beliefs about OBE. Teachers’ epistemological beliefs were explored and linked to OBE pedagogical frameworks and classroom management practices. Their belief systems were divided into three categories – the teachers’ views about OBE, mathematics knowledge, and the teaching and learning of mathematics. This study was based on the belief that conceptions are specific meanings given to phenomena, derived from different experiences involved in helping individuals make sense of their world. Furthermore, those worldviews in turn influence how new information is perceived. Methodology: The researcher adopted a qualitative exploratory design. The method of choice for this study was a combination of elements of phenomenology and ethnography. Nineteen teachers were interviewed and observed. The sample was drawn from two former Model C schools and three township schools. Data were analysed qualitatively. Findings: The findings confirmed that there are multiple beliefs that constitute a personal epistemology. Therefore, to investigate some unique entities of the belief system such as OBE requires examining the broader belief system. The majority of teachers responded to OBE implementation with uncertainty, anger, frustration and anxiety. In the absence of certainty about OBE and faced with a myriad of classroom iv challenges, teachers relied on their experience to make decisions regarding what was important to know, they drew on their own personal teaching theories more than what they thought about OBE to make judgments of learning processes. This study concludes that the link between teachers’ beliefs, conceptualisation of OBE and teaching practice is weak. Their beliefs about the nature of mathematics knowledge, teaching and learning mathematics had stronger connections with, and represented the basis for teachers’ pedagogical purpose behind their preferred teaching practice.
26
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.
Full textAbstract:
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 seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period.
An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups.
Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation.
A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared.Ed. D.
27
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.
Full textAbstract:
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 children have been analyzed that allowed to compose and substantiate the theoretical model of competence. In the present study, the teachers’ competence in the education of children who are gifted at mathematics is conceived as the entirety of the recognition of children gifted at mathematics, the control of (self-)education, the assessment of advance and achievement, the competences of content planning and development as well as the correlation between personal features and professional experience. Applying the quantitative and qualitative methods, the realization of the components of teachers’ competence has been empirically investigated. The quantitative research (the questionnaire in written form) allowed to reveal the realization of competence components in teacher training practice. The application of qualitative research methods (the method of interview) allowed to assess the... [to full text]Gabių vaikų ugdymo sistemos, apimančios gabių vaikų atpažinimą ir ugdymą, darnus funkcionavimas glaudžiai susijęs su pedagogo kompetencijomis šioje srityje. Pedagoginės veiklos kokybę siejant su jo gebėjimu efektyviai atlikti veiksmus aktualizuojama pedagoginio kompetentingumo ugdyti matematikai gabius vaikus problema. Disertaciniame darbe siekta teoriškai pagrįsti ir empiriškai ištirti pedagogų kompetentingumą ugdyti matematikai gabius vaikus. Išanalizuoti gabių vaikų ugdymo teoriniai pagrindai, kurie leido sudaryti ir pagrįsti kompetentingumo teorinį modelį. Darbe pedagogų kompetentingumas ugdyti matematikai gabius vaikus suprantamas kaip matematikai gabių vaikų atpažinimo, ugdymo(-si) proceso valdymo, pažangos ir pasiekimų vertinimo, turinio planavimo ir tobulinimo kompetencijų bei asmeninių savybių ir profesinės patirties dermės visuma. Pedagogų kompetentingumo komponentų raiška empiriškai ištirta taikant kiekybinius ir kokybinius tyrimo metodus. Kiekybinis tyrimas (apklausa raštu) leido ją atskleisti ugdymo praktikoje. Kokybinių tyrimo metodų (interviu metodas) taikymas leido įvertinti kompetentingumo komponentų raiškos prasmingumą pagrindiniams ugdymo proceso dalyviams – pedagogams bei vaikams. Remiantis gautais empiriniais duomenimis suformuluotos išvados, rekomendacijos.
28
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.
Full text
29
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.
Full textAbstract:
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 documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
30
Fagan, Dorothy Violet. "Reading competence and Advanced level physics." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021630/.
Full textAbstract:
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 reading exercises constructed around topics in the Advanced level physics course, to investigate reading among physics students. Evidence of student progress and achievement such as homework marks and the A level grade, are related to students' responses on the exercises, to obtain an objective assessment of the value of language-related activities. Reasons for the choice of texts and methodologies are two-fold: From the point of view of the physics teacher, to allow an investigation into the range of skills and abilities which students demonstrate on language-based material. For the students involved, to make participating in the exercises useful and relevant to their studies. Analyses are directed at looking at the text, task and responses individually from a linguistic as well as a pedagogic perspective, and more particularly at the relationships between the areas. Connections between reading competence and achievement in physics are shown and suggestions are made on how teachers could encourage reading, monitor the reading competence of students and identify students with problems. Implications for future research into language in physics are also discussed.
31
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.
Full text
32
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.
Full textAbstract:
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 desarrolle la competencia de análisis e intervención didáctica de los maestros, mientras que el último objetivo investiga cómo se produce dicho desarrollo.
Se utiliza como referente teórico el Modelo de Competencias y Conocimientos y Didáctico Matemáticos del Profesor, basado en constructos del Enfoque Ontosemiótico de la Cognición e Instrucción Matemática. Coherentemente con este enfoque teórico, se propone un diseño de investigación cualitativo que presenta, tanto, aspectos de un diseño de experimento del desarrollo de las competencias y conocimientos del profesor, como de una investigación de tipo Investigación – Acción.
Los resultados obtenidos en los tres primeros objetivos ofrecen información relevante de la situación actual de la formación de maestros en Panamá. Por una parte, los cursos de formación continua ofrecidos a los docentes evidencian un desequilibrio a favor de la didáctica general, en detrimento de la formación en matemáticas y su didáctica. Por otra parte, la oferta de formación permanente en Panamá contempla relativamente poco la modalidad de reflexión sobre la práctica. En ese mismo contexto, se identifica que el perfil competencial docente que deben tener los maestros de primaria, según la administración educativa y las universidades que realizan la formación inicial de maestros, ofrece poco énfasis a la competencia matemática y a algunas de las subcompetencias de la competencia de análisis e intervención didáctica. A su vez, la evaluación diagnóstica de los participantes muestra que tienen un conocimiento matemático común limitado, un bajo nivel de desarrollo de su competencia matemática y limitada competencia de análisis e intervención didáctica.
Una de las aportaciones más relevantes de esta investigación es el diseño e implementación del Diplomado Estrategias Didácticas para la Enseñanza de la Matemática EDEM, el cual ha tenido un impacto importante en la formación de maestros en Panamá, tanto en la implementación documentada en esta memoria, como en otras tres que han sido realizadas.
Para investigar el desarrollo de la competencia de análisis e intervención didáctica en este Diplomado, se seleccionaron dos maestros para un estudio de caso. Para el análisis de los datos se optó por una metodología cualitativa de análisis de contenido. Una primera conclusión destaca que es necesario un conocimiento común de base para el desarrollo de todas las subcompetencias de la competencia de análisis e intervención didáctica. Otra conclusión apunta a que hay evidencia de la apropiación de la noción general de la idoneidad didáctica (al menos en uno de los maestros), en el sentido que ha entendido que: 1) La noción de idoneidad didáctica es un constructo que permite al profesor reflexionar sobre su práctica y poder guiar su mejora en el contexto donde se realiza el proceso de enseñanza y aprendizaje. 2) El constructo de idoneidad didáctica es multidimensional y, por tanto, se descompone en idoneidades parciales. 3) Un proceso de enseñanza y aprendizaje se considera idóneo cuando se consigue un equilibrio entre los diferentes criterios parciales de idoneidad, y no cuando sólo se dan algunos de ellos.
En general, esta investigación ofrece una mayor comprensión del desarrollo de competencias y conocimiento matemático en los docentes de preescolar y primaria en PanamáThe general objective of this thesis is to investigate the development and evaluation of the competence of analysis and didactic intervention of primary school teachers, through the design and implementation of training cycles in didactics of mathematics, in order to optimize math teaching and learning processes in their classrooms. This general objective is achieved in five specific objectives, the first three serve to know the current situation of teacher training in Panama. The fourth objective aims to design and implement a training device that develops the competence of analysis and teaching intervention of teachers, while the last objective investigates how such development occurs. The Professor's Model of Competences and Knowledge and Mathematical Didactics is used as a theoretical reference, based on constructs of the Ontosemiotic Approach to Cognition and Mathematical Instruction. Consistent with this theoretical approach, a qualitative research design is proposed. It presents both aspects of an experiment design of the development of the competences and knowledge of the professor, as well as of an Action-Research. The results obtained in the first three objectives provide relevant information on the current situation of teacher training in Panama. On one side, the continuing training courses offered to teachers show an imbalance in favor of general didactics, to the detriment of the training in mathematics and its didactics. This reflects a proposal for ongoing training in Panama, which provides relatively little for the modality of reflection on the practice. In the same context, it is identified that the teacher proficiency profile that primary school teachers should have, according to the educational administration and universities that conduct the initial teacher training, offers little emphasis on mathematical competence and some of the sub-competences of the teaching analysis and intervention competence. At the same time, the diagnostic assessment of the participants shows that they have limited common mathematical knowledge, a low level of development of their mathematical competence and limited competence of analysis and didactic intervention. One of the most relevant contributions of this research is the design and implementation of the Diploma of Didactic Strategies for the Teaching of Mathematics EDEM, which has had a significant impact on teacher training in Panama, both in the documented implementation in this memory, as in three others that have been made. To investigate the development of the competence of analysis and didactic intervention in this Diploma, two teachers were selected for a case study. A qualitative content analysis methodology was chosen for the analysis of the data. A first conclusion highlights that a common basic knowledge is necessary for the development of all the sub-competences of the teaching analysis and intervention competence. Another conclusion suggests that there is evidence of the appropriation of the general notion of didactic suitability (at least in one of the teachers), in the sense that: 1) The notion of didactic suitability is a construct that allows the teacher to reflect on his practice and be able to guide their improvement in the context where the teaching and learning process takes place. 2) The teaching suitability construct is multidimensional, and therefore, decomposes into partial suitability. 3) A teaching and learning process is considered appropriate when a balance is achieved between the different partial criteria of suitability, and not when only some of them are given. In general, this research offers a greater understanding of the development of skills and mathematical knowledge in preschool and primary teachers in Panama.
33
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.
Full textAbstract:
Philosophiae Doctor - PhDIn 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 and productive practice. A revised version of the taxonomy table of Anderson et al (2001) was utilized to classify learning and instructional activities in the study in terms of mathematical reasoning and knowledge requirements. In this revised taxonomy the cognitive processes are understood to operate on knowledge structures during the process of cognition (i.e. reasoning categories based on knowledge categories.). The categories of the revised taxonomy table were the main measuring instrument for the study. The findings of the study indicate that the competencies of procedural fluency and conceptual understanding were positively enhanced by the teaching strategy. Some categories however did not show the same level of positive enhancement. Arguments are presented as to why this might be the case and possible solutions are mooted. Findings also indicate that retention and near transfer abilities of participants were positively enhanced. Far transfer abilities were unchanged post intervention. Explanations are offered for this finding and possible resolutions are suggested.
34
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.
Full text
35
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.
Full textAbstract:
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 involving 180 teachers (preschool to Grade 9 in Swedish compulsory school) and 284 mathematics developers from 229 Swedish municipalities. The survey studies raised questions concerning the teachers’ personal experience of identifying and supporting highly able students, the nature of their everyday teaching, and the support given to able students. The results show that mathematical abilities can take many different forms and there is great need for pedagogical support for this group of students. Since extra resources are rarely available for the benefit of nurturing talent and since there are, as yet, no Swedish national or local policy documents that specifically address the support of talent in students, teachers are on their own in figuring out how to best help able students develop mathematically. The study points to the importance of the social norms that influence the interaction between teacher and student(s): everyday social norms as well as socio-mathematical norms, i.e. norms specific to the subject of mathematics. The latter place considerable demands on the teachers’ mathematical knowledge and competence. The benefits of early interventions, of supportive teaching environments, and of providing the students with challenging tasks and questions are also discussed.
36
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.
Full textAbstract:
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), puesto que afronta la problemática del encaje de los “procesos” dentro del marco teórico del EOS. Se trata de desarrollar este marco mediante una tipología de procesos que permite hacer operativo el nivel de análisis de procesos propuesto en dicho enfoque: 1) procesos asociados a las configuraciones y a las facetas duales, 2) otros procesos y 3) megaprocesos. El tercer aporte teórico amplía el marco del EOS con una metodología para la evaluación analítica de competencias matemáticas, basada en un modelo de análisis de prácticas, objetos y procesos matemáticos (APOPM). Se trata de un método en el que la primera fase consiste en una evaluación analítica a posteriori y global de competencias matemáticas que se infieren de las respuestas de los alumnos, mientras que la segunda fase consiste en un método a priori de desarrollo de una determinada competencia (la que el alumno debería desarrollar). Finalmente, el aporte práctico consiste en la implementación de dos ciclos formativos en el Máster de Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato - Especialidad de Matemáticas de la Universitat de Barcelona. Se trata de dos experimentos de enseñanza para (1) poner a prueba ciertos constructos teóricos del EOS y (2) verificar algunas hipótesis relacionadas con la determinación de las competencias profesionales que requieren los profesores de secundaria para evaluar las competencias matemáticas de sus alumnos.
Como resultados importantes de este estudio tenemos que la competencia profesional del profesor en el APOPM, donde se activan objetos y procesos matemáticos en dichas prácticas, es un “saber de fondo” que permite la evaluación y desarrollo de la competencia matemática de sus alumnos y que el APOPM es un modelo de análisis no exento de ambigüedades, tal como se ve en la experimentación. Sin embargo, si a los profesores o futuros profesores se les enseña dicho método de manera muy pautada, sería una ambigüedad con la que se podría convivir, ya que se conseguiría que el grupo mayoritario llegase a los mismos resultados en la evaluación de competencias.This study provides three theoretical and one practical contributions. The first theoretical contribution, by determining the ambiguities that the theoretical constructs of the PISA 2003 Technical Report present, shows the type of competencies assessment proposed in the report and its opposition to the conducting of an analytical and global assessment of mathematical competencies from the a posteriori analysis of student responses to open-ended tasks. The second theoretical contribution falls within the context of the onto-semiotic approach to mathematics cognition and instruction (OSA), since it faces the problem of fitting the "processes" within the theoretical framework of OSA. The aim is to develop this framework through a typology of processes that allows the functioning of the level of analysis of processes proposed in this approach: 1) processes associated with the configurations and dual facets, 2) other processes, and 3) mega processes. The third theoretical contribution extends the framework of OSA with a methodology for the analytical assessment of mathematical competencies, based on an analytical model of practices, objects, and mathematical processes (APOPM in Spanish). This is a method in which the first stage consists of an analytic, a posteriori, and global assessment of mathematical competencies that are inferred from the student responses, while the second stage consists of an a priori method of development of a certain competence (that students should develop). Finally, the practical contribution involves the implementation of two training courses in the Master in Teacher Training in Obligatory Secondary and Upper Secondary School Education - Specialization in Mathematics at the University of Barcelona. This consists of two teaching experiments (1) to test certain theoretical constructs of OSA and (2) to verify some hypotheses concerning the identification of professional competences that secondary teachers require to evaluate the mathematical competencies of their students. The results of this study include significant findings. One of them is that the professional competence of the teacher in the APOPM, where objects and mathematical processes are activated in such practices, is a "background knowledge" which allows the evaluation and development of the mathematical literacy of the students, and that APOPM is an analytical model not without ambiguities, as seen in experimentation. However, if teachers or potential teachers are taught this method in a much patterned way, it would be an ambiguity with which one could live with, since it would make the majority group reach the same results in the competencies assessment.
37
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.
Full textAbstract:
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 et al. (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.
Undersökningens resultat visar att alla sex matematiska kompetenser finns representerade i läroböckernas uppgifter. Begrepps- och algoritmkompetenserna dominerar starkast i båda läroböckerna (85-95 %) medan de övriga kompetenserna är svagt representerade. Resultatet som också relaterats till strävansmålen för matematik i gymnasieskolan, visar att det blir svårt att utveckla samtliga kompetenser och nå alla strävansmål enbart genom arbete i läroboken.
The purpose of this essay is to study how mathematical competences appear in text books for Mathematics A. The main objective is the six mathematical competences, which Palm et al. (2004) analysed from the national curriculum. These competences are: communication competence, modelling competence, reasoning competence, concept competence, problem solving competence and algorithm competence. To reach the purpose, an analysis of tasks in two Mathematics A text books was conducted.
The result of the analysis shows that all six mathematical competences are represented in the textbooks, but the concept and algorithm competences appear extensively more in both textbooks (85-95 %) while the other competences appear briefly. The result which also is connected to the curriculum, may result in difficulties not only in developing the competences but also in reaching all curriculum goals by working solely with the textbooks.
38
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.
Full text
39
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.
Full text
40
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.
Full textAbstract:
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'elaboració dels instruments d'avaluació específics es determina el nivell competencial que tenen els futurs mestres a l'iniciar els estudis de grau permetent revelar les possibles dificultats i/o mancances formatives. En funció d'això, es planteja una proposta d'ensenyament que intenti millorar les competències en els dominis matemàtics basant-se en les estratègies amb major potencial didàctic.
A partir d'aquesta anàlisi es realitza el disseny i desenvolupament de la intervenció a cada assignatura, que consisteix en l'aplicació i utilització de recursos tecnològics a través d'activitats i eines digitals de mediació per a l'aprenentatge de continguts matemàtics i les seves didàctiques i el desenvolupament competencial i professional dels mestres en formació.
Es realitzen dos tipus de tractament dades, un és un tractament quantitatiu a fi de contrastar els resultats obtinguts i s'organitza en base a les proves de pre-test i post-test amb un grup control i un grup experimental. La recollida de dades es realitza al principi i a la fi de cada assignatura a través de qüestionaris digitals i el tractament que es realitza és una anàlisi descriptiva amb comparacions de freqüències i mitjanes dels resultats entre el pre-test i post-test segons el tipus de variable. Posteriorment, es realitza una anàlisi qualitativa a través de les entrevistes on els professors aporten informació important relativa a les limitacions de la investigació, les intervencions realitzades i la utilització de la tecnologia en les assignatures. També proporcionen informació sobre la intervenció de les TIC, de manera que es suggereixen modificacions i millores a cada assignatura.
El resultat d'aquesta investigació mostra empíricament una millora moderada de l'aprenentatge dels estudiants derivada de la influència de l'ús de la tecnologia en les assignatures de didàctica de la matemàtica. Les dades recollides permeten arribar a conclusions sobre com els estudiants integren els aprenentatges mitjançant l'ajuda de la tecnologia.
Cal assenyalar que el desenvolupament de la investigació ha facilitat la introducció d'una sèrie de millores de caràcter didàctic i tecnològic, possibilitant el disseny d'una estructura en les assignatures més eficient per a l'aprenentatge dels estudiants. Els beneficis que han suposat aquestes eines es deuen al procés de reflexió sobre la docència i la reflexió sobre el procés, les seves dificultats i les seves possibilitats. Les estratègies didàctiques juntament amb les eines tecnològiques augmenten el compromís d'aprenentatge per a la vida diària dels estudiants.Esta tesis doctoral tiene como objeto de estudio la influencia de la incorporación de recursos tecnológicos en el aprendizaje de competencias matemáticas en la formación de maestros. Para ello se inicia con el diagnóstico de los conocimientos previos del alumnado en relación a las asignaturas de matemáticas de Numeración, Cálculo y Medida (1r curso), Espacio y Forma (2º curso) y Tratamiento de la Información, Azar y Probabilidad (3r curso), y de un análisis de la competencia digital en relación al uso de las TIC en la formación y de los instrumentos y procedimientos TIC que utilizan los estudiantes. A partir de la elaboración de los instrumentos de evaluación específicos se determina el nivel competencial que tienen los futuros maestros al iniciar los estudios de grado permitiendo revelar las posibles dificultades y/o carencias formativas. En función a ello, se plantea una propuesta de enseñanza que intente mejorar las competencias en los dominios matemáticos basándose en las estrategias con mayor potencial didáctico. A partir de este análisis se realiza el diseño y desarrollo de la intervención en cada asignatura, que consiste en la aplicación y utilización de recursos tecnológicos a través de actividades y herramientas digitales de mediación para el aprendizaje de contenidos matemáticos y sus didácticas y el desarrollo competencial y profesional de los maestros en formación. Se realizan dos tipos de tratamiento datos, uno es un tratamiento cuantitativo con objeto de contrastar los resultados obtenidos y se organiza en base a las pruebas de pre-test y post-test con un grupo control y un grupo experimental. La recogida de datos se realiza al principio y al final de cada asignatura a través de cuestionarios digitales y el tratamiento que se realiza es un análisis descriptivo con comparaciones de frecuencias y medias de los resultados entre el pre y post según el tipo de variable. Posteriormente, se realiza un análisis cualitativo a través de las entrevistas donde los profesores aportan información importante relativa a las limitaciones de la investigación, las intervenciones realizadas y la utilización de la tecnología en las asignaturas. También proporcionan información sobre la intervención de las TIC, por lo que se sugieren modificaciones y mejoras en cada asignatura. El resultado de esta investigación muestra empíricamente una mejora moderada del aprendizaje de los estudiantes derivada de la influencia del uso de la tecnología en las asignaturas de didáctica de la matemática. Los datos recogidos permiten llegar a conclusiones acerca de cómo los estudiantes integran los aprendizajes mediante la ayuda de la tecnología. Señalar que el desarrollo de la investigación ha facilitado la introducción de una serie de mejoras de carácter didáctico y tecnológico, posibilitando el diseño de una estructura en las asignaturas más eficiente para el aprendizaje de los estudiantes. Los beneficios que han supuesto estas herramientas se deben al proceso de reflexión sobre la docencia y la reflexión sobre el proceso, sus dificultades y sus posibilidades. Las estrategias didácticas junto con las herramientas tecnológicas aumentan el compromiso de aprendizaje para la vida diaria de los estudiantes.
The following doctoral thesis’ subject matter is the study of the influence that technological resources have in the Mathematics learning skills in teachers training. The study begins with students’ previous knowledge diagnosis regarding subjects such as Numbers, Calculus and Measure (1st year), Space and Shape (Geometry) (2nd year) and Statistics and Probability (3rd year), as well as with an analysis of the digital competence regarding the use of ITC during formation together with all ITC tool and methods used by students. From the elaboration of specific evaluation tools, competence level of future teachers can be determined before they start their University studies, which allows any difficulties or education lacks to be seen. According to all this, this new teaching design is displayed, with the objective of improving competences in mathematical domains based on strategies with higher didactic potential. Considering this analysis, the development and design in each subject are being carried out, which consist on the application and usage of technological resources through activities and digital approaching tools in order to learn mathematical contents, their didactics and the professional and skill-based development of the teachers in formation. Two kinds of data treatment are developed, one is a quantitative treatment with the aim of contrasting results and it is organised based on pre-test and post-test proofs obtained with a control group and an experimental group. Data collection is carried out at the beginning and at the end of each subject through digital questionnaires. The performed treatment will be a descriptive analysis with frequency comparisons and results measures between pre-test and post-test depending on the type of variable. Subsequently, by means of the interviews, a qualitative analysis is made. This will provide important information relating limitations in the investigation, fulfilled interventions and the use of technologies in the subjects. It will also provide information about ITC intervention, which may mean modifications and improvements in each subject. The results of this investigation show, empirically, a moderate improvement in students’ learning process generated by the influence of technology use in the subjects of Didactic of Mathematics. Data collected allow us reach some conclusions dealing on how students integrate learning knowledge with the help of technology. It is worth noting that de development of this investigation has made it possible the introduction of some didactic and technological improvements, which have allowed a kind of structural design in those subjects considered more efficient for the students’ learning process. All benefits these tools have represented are mainly due to the process of reflection about teaching process, its difficulties and possibilities. Didactic strategies together with technological tools increase the learning compromise for the students’ daily life.
41
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.
Full text
42
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.
Full text
43
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.
Full textAbstract:
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, through an online survey completed by 684 adults. The analysis of the data clearly indicated that neither gender nor socio-economic status played a significant role in the formation of maths competency nor would they be reliable predictors of future enrolment in maths courses. However, the logistic regression analysis indicated that the most important contributors to mathematical (in-) competency are personological factors such as self-concept, self-efficacy, view of maths; parental investments; and the perceived expectations of primary and secondary school teachers. These findings make a contribution to the existing literature in several ways: firstly, they confirm that subject-specific personological factors are formed at the outset of a learning journey and are not subject to significant change over time; secondly, they indicate that teachers' pedagogical content knowledge plays a less important role than their attitude towards their students; thirdly, adults view their parents' contribution as impacting more on their math development than even their own efforts The current study has some direct implications for teachers, parents and educational leaders. Given the pivotal role school teachers play in the formation of maths self-concept, self-efficacy and maths views, it is important that strategies which foster the development of positive personological values receive more attention. Parental investment is also pivotal in mathematical attainment. Educational leaders should encourage the inclusion of pro-active parents in intra and extra-curricular maths related activities and organise support for those parents who would not be mathematically confident. An example of such support would be the development of family learning projects, where parents and children can build mathematical capital together.
44
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.
Full textAbstract:
Thesis advisor: Elida V. LaskiStrategy 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 identified cognitive processes associated with strategy selection by considering the role of metacognitive judgments. The study investigated the direct and indirect effects of cognitive and metacognitive factors on strategy selection in a group of first and second grade students (n = 126). The majority of students generated metacognitive judgments of their competence using decomposition (an advanced strategy at this age) that were consistent with their actual ability. In these cases, their judgments of competence were related to the frequency with which they used decomposition strategies. Additionally, children’s metacognitive judgments of the anticipated amount effort required to execute decomposition mediated the association between children’s cognitive processes/pre-requisite knowledge (working memory and fact fluency) and the frequency with which they used it. Theoretical and practical implications of these findings are discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
45
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.
Full textAbstract:
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 cabo para desarrollar la competencia en análisis didáctico en la Formación Inicial de Profesores de Educación Básica con Mención en Matemática en Chile, contexto en el cual dicha competencia recibe el nombre de competencia reflexiva (terminología que utilizaremos de aquí en adelante). Para esto se propuso dos objetivos generales, el primero pretendía describir el estado actual de la competencia reflexiva en estudiantes de la carrera de Pedagogía Básica con Mención en Matemática y, el segundo, pretendía comprender las prácticas pedagógicas de una profesora, luego de recibir una formación para desarrollar dicha competencia en los estudiantes. Para conseguir estos objetivos, se realizó un estudio de caso único que siguió cuatro fases. En la primera fase se realizó un diagnóstico que nos permitió conocer, por una parte, cómo se promovía (en la institución en la cual se desarrolló la investigación) el desarrollo de la competencia reflexiva en los futuros profesores de matemática y, por otra parte, conocer el nivel de desarrollo que tenía el grupo estudiado. En la segunda fase se diseñó e implementó un dispositivo de formación para desarrollar la competencia reflexiva de la profesora para que, posteriormente, ella pudiera desarrollar dicha competencia en sus estudiantes mediante el diseño e implementación de un ciclo formativo. En la tercera fase se analizó la implementación del ciclo formativo y, finalmente, en la cuarta fase se analiza el rediseño de dicho ciclo formativo. Algunos de los resultados muestran que, antes de la implementación del ciclo formativo, no se había planificado de manera intencionada el desarrollo de esta competencia en los futuros profesores.
Al llegar al octavo semestre de carrera, los futuros profesores se encontraban en un nivel básico de reflexión donde no se tenía en cuenta un marco de referencia que permitiera orientar sus reflexiones. Además, se puede observar que después de la formación que recibe la profesora, tanto ella como sus estudiantes, guían sus reflexiones a través de los criterios de idoneidad didáctica que propone el Enfoque Ontosemiótico de Conocimiento y la Instrucción Matemática (EOS).In the field of mathematics education several authors have been interested in studying what the competences are professionals who must have a teacher to teach mathematics. While we stand with various answers to this question, there is consensus that one of the most important competencies is one that allows you to analyze the pedagogic practice giving rise to proposals for improvements substantiated (reflexive competition). This research has been interested in deepening understanding of the formative processes to develop the reflective competition in the initial training of primary school teachers in Chile. For this is proposed two general objectives, the first sought to describe the current state of competition reflexive future teachers of primary and, the second, intended to understand the pedagogical practices of a teacher, after receiving a training to develop competition in future teachers reflective. To achieve the objectives, a study was conducted of unique case that followed four phases. In the first phase was carried out a diagnosis that allowed us to know, on the one hand, how is promoted (in the institution in which it was carried out the research) the development of competition reflexive in future teachers of mathematics and, on the other hand, know the level of development that had the group studied. Some of the results show that, prior to the implementation of the training cycle, had not been intentionally planned the development of this competition in future teachers. In the eighth half of academic training, future teachers were at a basic level of reflection where did not account for a frame of reference that would enable them to guide its reflections. It should also be noted that after the formation that receives the teacher, she and her students, guide their reflections through the suitability criteria provided by the Onto-Semiotic Approach (OSA) of mathematical knowledge.
46
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.
Full textAbstract:
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 roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
47
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.
Full textAbstract:
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 extra material.The purpose of this study was to gain knowledge about how teachers use Favorite Mathematics in teaching to promote students' knowledge of the five abilities. The purpose was also to get an idea of how the teacher relates to the teaching if the teaching aid is not enough. We chose to conduct qualitative interviews via zoom with F-3 teachers. The sample consists of six experienced teachers who have worked with mathematic teaching in primary school for at least 4 years. In our result, it appears that the teachers use the teaching aid to a large extent, but that they need to supplement this with exercises and extra material.
48
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.
Full textAbstract:
碩士國立臺中教育大學
教育測驗統計研究所
96
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 tests. The examinees who take the test are third and fourth graders. The system can immediately estimate examinees' ability, and analyze the results to display students' knowledge structures. In addition to time saving, the system can provide teachers to understand concept hierarchies of students so that teachers could design remedial instruction. Now the item bank has been built for first and third graders on mathematics. It is suggested that one can expand database for other graders or for anther subjects.
49
Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum /." 2006. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.
Full text
50
Pereira, Clarence Alfred. "A mathematics competency test for the placement of students at a technical college." Thesis, 2014. http://hdl.handle.net/10210/10708.
Full text