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O'Driscoll-Tole, Kim. "The development of spatial competence within the mathematics curriculum at age 11-14." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367229.
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Koshy, Valsa. "Implementing the National Curriculum in mathematics : an investigation of teachers perceptions of changes." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337752.
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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
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Mosala, Olehile Lazarus. "Problems encountered by educators regarding the implementation of the national curriculum statement in mathematics." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/173.
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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 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.
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Harris, Susan. "Computers in schools and at home : gender differences in use, teaching and achievement within the results for England in the Third International Mathematics and Science Study (TIMSS)." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310464.
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Palmberg, Björn. "The influence of national curricula and national assessments on teachers’ beliefs about the goals of school mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88067.
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What students should learn in school and therefore also what teachers should teach is an important issue worldwide. Mathematics teaching (and teaching in other subjects) is often regulated by some form of governing text in a written curriculum communcating a set of standards. Another common mean through which policy is communicated is assessments, which for example can convey policy by communicating desirable outcomes in student learning. A common problem with regulating what teachers do through policy means is that it often is difficult to achieve intended changes. This study investigates the 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.
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Moreno, Alcazar Maria Teresa. "Alignment of cognitive demand Peruvian national assessment, mandated curriculum, teaching and textbook in second grade math /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 142 p, 2007. http://proquest.umi.com/pqdweb?did=1362513661&sid=44&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Sehole, Lorraine Mmabyalwa. "Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78493.
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The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics?
Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor.Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
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Arendse, Nicole. "A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14094.
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This dissertation is an investigation into the constitution of school mathematics within the context of the Revised National Curriculum Statement in a selection of Grade 8 mathematics lessons in five working-class schools in the Western Cape Province of South Africa. The study is located within the broad framework of the sociology of education, specifically drawing on Bernstein's (1996) sociological theory of education and his pedagogic device. This study focuses on the way in which the content of the evaluative rule of the pedagogic device is realised in the particular selection of schools. My theoretical framework relies on of the work of Davis (2010a, 2010b, 2010c, 2011a, 2011b, 2011c, 2012, 2013a & 2013b) and Bernstein (ibid.). These theoretical resources were drawn on to describe and analyse the mathematical activity in the five schools as well as serving as a means for generating analytical resources for describing the constitution of mathematics. In my analysis I present an account of the computational activity of teachers and their learners and the regulation of mathematical activity in fifteen Grade 8 mathematics lessons. I use these descriptions of computational activity to discuss the realisation of content against a general background of curriculum reform that has de-emphasised explicit use of formal definitions. I explore what mathematical content was recognised and constituted in relation to topics announced by teachers and use the mathematics encyclopaedia as a resource to ascertain the content that substitutes for formal mathematical definitions, axioms and propositions.
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Morar, Tulsidas. "Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13622.
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This study investigates the teaching and learning of mathematics in four rural schools in the Eastern Cape Province of South Africa. The study is set against the backdrop of Curriculum 2005 (C2005) - an outcome based curriculum reform initiative that has been introduced to all South African schools. The objective of the study is to investigate the teaching and learning practices of four rural teachers of mathematics in this complex reform milieu. The following broad research question guides this study: "How do teachers interpret and implement the new mathematics curriculum in terms of a political perspective (how teachers and learners are connected to the curriculum); a socio cultural perspective (what adjustments the teacher makes to accommodate the learners' circumstances); and a practical perspective (how the teacher implements the goals of C2001?" The South African situation provides a unique and particularly challenging context for teaching and learning and curriculum reform. It is understood that schools differ - and therefore curriculum issues cannot be solved through general pronouncements but rather viewed from a multiplicity of perspectives. In this thesis, I examine the teaching and learning of mathematics in four rural classrooms in the Eastern Cape. By way of honouring the contextual complexity of the situation, 1 have adopted a multiple perspectives approach to analysing what goes on in these four classrooms. I use a political perspective to help understand how power operates in the curriculum process.I employ a socio cultural perspective to examine how the curriculum process attends to the local circumstances of teachers and learners. A practical perspective is used to examine how the curriculum is implemented in a technical sense. This constructivist interpretive study employs the techniques of case study and narrative inquiry to study the curriculum practices of four teachers. Multiple methods - including interviews, participant observation and video recording - were used to gather data. Narrative accounts of the teaching and learning of mathematics were constructed and then analysed using the three perspectives. The study concludes that the curriculum can be interpreted at different levels formal, perceived, operational and experiential - and each level can be analysed in terms of the political, socio cultural and practical. Bringing these three perspectives together is a challenging, but necessary task in order to understand and act upon the complexities of educational reform in rural South African classrooms.
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Cal, Gabriel. "Opportunity to Learn (OTL) and the Alignment of Upper Division Mathematics Learning Outcomes, Textbooks, and the National Assessment in Belize." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3027.
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Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.
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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the Calculators in Primary Mathematics research program and were committed to the use of calculators in their mathematics program.
A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings.
An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom.
Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in Mathematics in the National Curriculum (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.
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Frost, Jenny. "Integrated science in the UK, 1965-1996 : its origins, characteristics, implementation and subsequent absorption into the National Curriculum in science." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022657/.
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Integrated science courses for secondary schools were developed in the late 1960s and early 1970s. The rationale for the courses was the need to bridge the interface between school science and the personal lives of the students. so that they gained an understanding of themselves, and of the science and technology related issues that they would meet in their environment. There was also a wish to help students develop an awareness of the nature of science and of its limitations, so that if all the detail of courses was forgotten they held on to some idea about what science was and what it could do. The author argues that while the ideal of integrated science was moulded by events much of the dynamic remains and can be found in a different guise in the science curriculum of the mid 1990s. The socialisation of science teachers into particular science disciplines, concerns about teacher expertise to teach such courses and the organisational features such as the need for unusual timetable slots were all factors which militated against the implementation of this ideal. The centre-piece' of the research is a case study of change to integrated science for all pupils up to 16 in one secondary comprehensive school, between 1977 and 1980. The interplay of organisational, personal and ideological factors in the science department was like a rehearsal for a play, which was to he acted out on a national scale in the 1980s when a common examining system was put into place and science became compulsory. In the school, as in the wider context, the courses were modified by events, and in later years were designated as 'science'. Nevertheless it was possible to identify significant links to ideas in the early integrated science courses.
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Jones, Gregory A. (Gregory Alan) 1960. "The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278954/.
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This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 teachers. The Level 1 students had scores which were non-statistically significantly higher than did those of Level 3 and 5. Students of Level 4 teachers had scores which were significantly higher than those students whose teachers were at Level 2 and 5. No significant relationship was found to exist between student LEAP mathematics scores and teacher characteristics of years experience and educational attainment nor between levels of implementation of the Standards and the same two teacher characteristics. Despite these findings, in light of the amount of research pointing to their value, implementation of Standards is still highly recommended.
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Prestage, Stephanie Anne. "An exploration of teachers' mathematical subject knowledge through considering progression in the National Curriculum." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314057.
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Mosala, O. L., and K. E. Junqueira. "The dynamics of coping with policy and practice : mathematics educators' experiences." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/636.
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Published AticleThis article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.
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Mellroth, Elisabet. "High achiever! Always a high achiever? : A comparison of student achievements on mathematical tests with different aims and goals." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34516.
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This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement 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.
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Berg, Benita. "Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26127.
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This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Johnston, Elisabeth. "Preschool Mathematics: An Examination of One Program's Alignment with Recommendations from NAEYC and NCTM." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33174/.
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The purpose of this study was to determine the extent to which a preschool program followed the recommendations outlined by the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) in their joint position statement "Early Childhood Mathematics: Promoting Good Beginnings." Six teachers were randomly selected from three of the preschool program's six locations that are situated in an urban city in North Texas. Two parts of this program's approach to mathematics were investigated: the teachers' instructional practices and the program's curricular materials. Data came from observations using the Classroom Observation of Early Mathematics-Environment and Teaching (COEMET) protocol and field notes. Each teacher participated in three interviews over the course of this research. Analyses of these sources provided insights into teachers' instructional practices for mathematics. Reviews of curricular documents and lesson plans for mathematics instruction provided information pertaining to the math curriculum used at this preschool program. All of these data sources were analyzed using the framework presented in NAEYC and NCTM's position statement. Analysis of the data indicated that, although teachers did not have any knowledge of these guidelines, teachers followed some of these recommendations; such as presenting children with daily developmentally appropriate mathematics activities and connecting mathematics to classroom routines. Other practices did not align with NAEYC and NCTM's suggestions, such as offering children few opportunities to engage in problem-solving situations and providing an inconsistent integration of mathematics into meaningful activities related to other content areas. Several possible factors may have influenced teachers' use of these recommendations. Teachers' prior educational opportunities, the program's curriculum materials, and the teachers' prior experiences with mathematics all may have contributed to the teachers' understandings of high quality mathematics instructional practices. Results from this research help to provide the foundation for future investigations of how teachers of young children follow NAEYC and NCTM's recommendations.
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Nyirenda, Duncan M. C. "An evaluation of the implementation of national curriculum changes in science and mathematics in Malawi with reference to parallel changes in England and Wales." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281857.
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Conger, Karen I. "A content analysis study of Portable Assisted Study Sequence mathematics curricular materials for migrant students using the National Council of Teachers of Mathematics Standards." ScholarWorks, 1996. http://scholarworks.waldenu.edu/hodgkinson/8.
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The need for change in the mathematics curricula in our public schools has been well documented (Kirwan, 1990; National Commission on Excellence in Education, 1983; National Research Council, 1989; Overby, 1993). Testing surveys show low overall performance at every age throughout the K-12 levels. The Curriculum and Evaluation Standards for School Mathematics, (Standards) issued by the National Council of Teachers of Mathematics (NCTM) in 1989 are designed to move mathematics curricula forward to meet the needs of students for the future. The analysis of new curricular materials is essential in order to produce materials that meet recommended standards.
Migrant students represent one segment of the student population with deficiencies in mathematics training at the K-12 level. The Portable Assisted Study Sequence (P.A.S.S.) Program serves migrant students in 165 schools in California, and must provide materials which comply with the Standards. This study analyzed and compared this compliance in two mathematics courses written in 1989 and 1995 for P.A.S.S. An evaluative instrument was designed to measure the extent to which reform ideas in the Standards are represented in the curricular materials. Content analysis procedures were used to analyze the curricula with the assistance of Nud*Ist software. Research design for the instrument included procedures for content validation and interrater reliability. The results of this study showed the 1995 P.A.S.S curricular materials measurably improve upon the 1989 curricular materials with respect to the Standards. The evaluative instrument was found to effectively and reliably measure the extent to which curricular materials meet the Standards.
This study provides guidance and direction for teachers, students, curriculum developers, and future researchers at local, state, and national levels. Standards are a major component of education, and this study represents a pioneering effort to quantify the changes that can hopefully help our society meet these goals. This process can be replicated in other disciplines, which increases the potential for social change. Significant curricular reform will have significant social impact.
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Mueller, Kristi Joanne. "Reaching the standards: An action research project using a constructivist survey to measure the effects of curricular change based on the goals of the National Science Education Standards." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1666.
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Pickering, Sharon D. "National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1162.
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The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers and successes made during their participation in a National Science Foundation Grant. This study included 9 partner teachers and 7 graduate fellows who participated in the Science First! NSF GK-12 Grant. There were 16 participants in this study. This study was conducted at North Side Elementary and East Tennessee State University.
Partner teachers and graduate fellows were interviewed to gain perceptions of the barriers and successes of their participation in the implementation of the Science First! grant at North Side and East Tennessee State University from 2008-2013. A list of possible participants in the study was provided from the grant leadership team. The 16 participants in the study were chosen through purposeful sampling.
During data analysis, 4 themes arose as successes and 4 themes arose as barriers. The success themes were (a) relationships, (b) mutual appreciation, (c) increased academic depth, and (d) professional growth. The barriers were (a) communication, (b) time, (c) expectations, and (d) preparation.
Based on the research, the following conclusions were presented. The coordination of a major NSF-GK12 grant can provide STEM support and academic rigor for a high poverty school with leadership. Positive relationships between the graduate fellows and partner teachers as well as the 2 participating institutions are critical in fostering successful grant implementation. Professional growth through the grant partnerships was obtained. The participants gained a mutual appreciation for the roles and responsibilities of each other.
There are ups and downs in implementing a large grant at 1 elementary school with a university, but the rewards of the potential to influence teacher practices in STEM and student learning are great. Recommendations from the study findings may assist future grant award winners or partnerships of any kind in building productive relationships between schools and other institutions.
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Santos, Francisco de Assis dos. "Um componente em discussão no currículo das licenciaturas em matemática: a prática de ensino." Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/341.
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This research investigates the development of the teaching practice as a curriculum component of the Graduation Courses in Mathematics. It identifies the different existing concepts with regard to this practice. It also places under discussion to what extent the understanding of the teaching practice has been assimilated, mainly by the mathematics teacher trainer, and the contradicting processes through which this practice strengthens and/or hides the interdisciplinarity intrinsic to the teaching object, considered as school/curriculum knowledge. This research is based on the National Curriculum Guidelines for the initial training of mathematics teachers, and also on the State University of Alagoas (UNEAL) Educational Project for the Graduation Course in Mathematics. The subjects involved in the study were: the Course Coordinator, as well as some graduation students and teachers of teaching practice of the mentioned University. The methodology used was the case study with a qualitative approach. Data collection was carried out through interviews with the course coordinator, students and teachers, who, from then on, will be respectively identified by Coordinator, Student 1, Student 2, Student 3, Student 4, Teacher (P). Our aim is to analyze the different conceptions and/or approaches to teaching practices adopted or addressed by the subjects interviewed, and compare them to the ones presented in the Course Educational Project and in the National Curriculum Guidelines for the initial training of mathematics teachers. We also intend to address the teachers understanding of such practice and the students degree of satisfactionCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa investiga o desenvolvimento da prática de ensino como componente curricular dos cursos de licenciatura em Matemática. Identifica as distintas concepções existentes no tocante a essa prática. Coloca em discussão em que medida a compreensão da prática de ensino vem sendo assimilada, principalmente pelo professor formador em Matemática, e o processo contraditório por meio do qual essa prática potencializa e/ou oculta a interdisciplinaridade intrínseca ao objeto pedagógico, considerado enquanto conhecimento escolar/curricular. Esta pesquisa é fundamentada nos conteúdos das Diretrizes Curriculares Nacionais para a formação inicial de professores de Matemática e no projeto pedagógico do curso de licenciatura em Matemática da Universidade Estadual de Alagoas - UNEAL. Os envolvidos foram; o coordenador do curso de licenciatura em Matemática da Instituição citada, bem como, alguns alunos do curso referido e um professor de prática de ensino desse curso. A metodologia utilizada foi o estudo de caso com abordagem qualitativa. A coleta de dados foi realizada através do instrumento entrevista com o coordenador de curso, alunos e um professor que, a partir de então serão identificados respectivamente por Coordenador, Aluno 1, Aluno 2, Aluno 3, Aluno 4, Professor (P). No estudo são tratadas as concepções e/ou tratamentos diversos de prática de ensino por parte dos entrevistados do curso, em confronto com as existentes no projeto pedagógico do curso e as Diretrizes Curriculares Nacionais para a formação inicial de professores de Matemática. Será abordada também compreensão dessa prática por parte do professor de prática de ensino de Matemática e o grau de satisfação de alunos do curso
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Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.
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There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.
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Rolandsson, Jakob. "Programming as Mathematics – A Curriculum Perspective." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451806.
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Oughton, Tim. "An evaluation of a national curriculum document, Chemistry in the New Zealand curriculum." Thesis, University of Canterbury. Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/3640.
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Before the introduction of Chemistry in the New Zealand Curriculum
(CINZC) in 1995 the teaching of chemistry in New Zealand schools had
largely been determined by School Certificate and Bursary examination
prescriptions and a national Sixth Form Certificate syllabus. The directive
given by the then Secretary for Education was that CINZC should provide the
basis for development of teaching programmes and that the Achievement
Aims and Objectives would be used in the development of future examination
prescriptions and alternative assessment systems. The major purpose of the
research presented in this thesis was to determine the extent to which CINZC
has influenced teaching approaches in schools, how useful the curriculum has
been to teachers, the level of support for the curriculum from teachers with
different backgrounds, and to determine the major barriers or tensions that
could affect successful implementation.
A questionnaire was sent to a sample of secondary schools throughout New
Zealand. The data collected were analysed and used to frame questions to be
used in comprehensive interviews with six Christchurch chemistry teachers.
The results indicated that, while a great majority of chemistry teachers agree
with the philosophy and intent of CINZC implementation had been only
partially successful in schools and several barriers existed, notably insufficient
time and inadequate written and human resources.
One very significant finding related to the differences in attitude and support
for CINZC by male and female respondents. Females were generally more
supportive and positive than their male counterparts. Differences between
teachers of different age groups, school gender and school size were less
notable.
Several recommendations are made as a result of these findings. The most
important immediate need is for a teacher's guide to be produced that fills in
the detail many teachers are seeking. Allied to this resource is the need for a
comprehensive teacher development programme to assist implementation.
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Williamson, John Roxburgh. "Aspects of children's language in National Curriculum English." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.
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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.
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Elfed-Owens, Prydwen. "The implementation of the National Curriculum in Wales." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020272/.
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The 1988 Education Reform Act offered remarkable curricular and institutional potential to Wales. It established a separate Curriculum Council for Wales to advise the Secretary of State and this resulted in the development of a distinctly Welsh curriculum for schools. Separate Orders were developed in history, geography, art and music in addition to the Welsh First and Second language Order and a Welsh dimension to the remaining subjects. In 1995 the Curriculum Cymreig (Welsh Curriculum) was given statutory status in every subject. This research focuses on the relationship between policy and practice in Wales in particular the extent to which implementation in the classroom reflects, or contrasts with the original policy. The first chapter traces the development of the Welsh Dimension from 1944 to 1988. The second chapter explores how the Education Reform Act relates to Wales and the third chapter follows the development of the Curriculum Cymreig (Welsh Curriculum) from the 1988 Act to 1st June, 1996. The fourth chapter explores implementation in the classroom through the study of a selection of the Inspectorate's reports and surveys alongside research into the effect of change on schools. The fifth chapter is an outline of the nature of the research, the selection of research process, the choice of participants and an evaluation of the methods used. It was decided that the optimum research process was the interview of key educational decision makers of major educational agencies in Wales, a report of which is outlined in chapter six. The conclusion of this research, as outlined in chapter seven, is that despite its historically disadvantaged start, the development of the distinctiveness of the Welsh curriculum is remarkable. However, although its profile appears to be rising, it is surprising that no reference is made to it in either the Bright Future series or in the Parents' Charter. Furthermore, its status and its development is hindered by loose monitoring and assessment strategies at every key stage and freedom of choice of both subjects and examination boards at Key Stage 4.
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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.
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The need for developing mathematics curricula was clarified. Models of
mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of
each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.
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Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
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Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
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Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.
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Landrum, David. "Re-thinking the curriculum : the social construction of citizenship education in the national curriculum." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397047.
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Svensson, Fredrik, and Kristina Klang. "Nationella prov som vägledare i lärarens kompetensutveckling : Ett förebyggande arbete för särskilt stöd i matematik." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48489.
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Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter. Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd. Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma. Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen. Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna.The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions. Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities. The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis. The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Lowther, Gail Elizabeth. "A comparison of the United States' National Music Standards and England's National Music Curriculum." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236804608.
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Dowgill, Paul. "Pupils' conceptions of learning geography under the National Curriculum." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019117/.
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Conceptions of geography and learning geography have been studied through recording the experiences of a group of secondary school pupils over a threeyear period. This group formed part of the first cohort to experience Key Stage 3 Geography in the National Curriculum. The study is set within the context of Geography in the National Curriculum and the formulation and issues arising from this are discussed. A review of recent research in geographical education is presented to indicate how this study adds to current thought and practice. The study sought evidence to answer two specific questions: 1. What is geography? 2. What is learning geography? The study is set in a secondary school in Kent where the researcher has taught for sixteen years. Evidence was obtained from two classes of pupils, these were taught geography by the researcher for the whole period of Key Stage 3 1991- 1994. Data was obtained through applying a range of methods. The study was conducted in the phenomenographic tradition, seeking qualitatively different ways in which pupils understood the phenomena of geography and learning geography, and describing the "structural" and "referential" aspects of each. Categories of description of the distinctly different ways in which the phenomena are understood have been identified, presented and discussed. The categories are illustrated by quotes from individual pupils. These form the results of the study. The results of the study shed light on the ways in which pupils understand aspects of geography and learning geography as developed in the context of Geography in the National Curriculum. The longitudinal perspective adopted illuminates how these understandings change over time. A discussion is presented which clarifies the main features of the conceptions discovered. This is followed by a consideration as to how the results of the research could be applied by teachers to their understanding of geography, the pupils they teach, and in planning learning experiences. The thesis concludes by drawing together the contextual setting of the research, methodology and key findings. It suggests reasons that may have influenced the findings before considering their utility and avenues for further research.
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Hoffmann, R., and R. Klein. "Adjusting the Mathematics Curriculum Into the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82570.
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Grant, F. "Developing a basic mathematics education curriculum for Namibia." Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.651711.
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Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the author, made whilst teaching and organising inservice meetings in post-independent Namibia. Syllabus design and implementation, assessment procedures and inservice provision are then considered. Classroom activities using graphics calculators and a Calculator Based Laboratory (CBL) for real data collection are described. The activities provide opportunities for mathematical modelling through problem solving. These teaching approaches have been piloted in Scottish secondary schools. The use of detached technology is particularly relevant to isolated schools in rural areas of Scotland and in developing countries. The potential impact of technology on the role of the teacher and the learner is discussed.
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Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.
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In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.
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Soares, Darrow P. "Curriculum in mathematics for air conditioning and refrigeration." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1239.
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Morris, Caroline Elizabeth. "A Comparison of the Use of Composition as a Teaching Tool in Music Classrooms of the United States and United Kingdom." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/14.
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The purpose of this study was to determine the status of composition as a teaching tool in the US and UK and to compare the findings of the two countries. In order to achieve this purpose, the following research questions were formulated: How common is the teaching of composition in US and UK schools? How does composition compare to other classroom activities in US and UK schools in terms of instructional time, variety, and emphasis? What kinds of compositional activities are used most frequently? What reasons do teachers cite for teaching or not teaching composition in their classrooms, and how do these reasons differ by country? How do teachers overcome challenges to composition and how do these practices differ by country? For each country, what combination of teacher characteristics best predict the use of composition as a classroom teaching technique? Data were collected using an online survey instrument developed by the researcher based on that used in a more localized study by Strand (2006). Findings were based on responses from three hundred and nine participants from the UK (n = 117) and the US (n = 192). Results indicate that composition teaching is far more prevalent in the UK, with a greater variety of activities, focus on experience and creativity, group work and integration with other curriculum areas. US composition teaching is characterized by notation-focused highly-prescriptive tasks, with the favored mode being individual composition. Needs identified include: a greater provision of technology in US music classrooms, more extensive training and support for UK general teachers who teach music and the further promotion of composition in the US, highlighting its integration with listening and performing in order to provide a more rounded curriculum.
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Bonnett, Michael Robert. "Thinking and understanding in the primary school curriculum." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019143/.
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This thesis addresses certain a ects of the issue of what it is to develop children's thinking and understanding with particular reference to primary education, and against the backdrop of the National Curriculum. It begins by identifying some of the professional responsibilities of teachers in this area and some of the judgments that they have to make in the course of their practice. Some of the pr blematic assumptions which underlie commonly held responses to the issues these judments raise are set out. The relationship between the development of thinking and understanding and other aspects of human life such as action and emotion are also given some preliminary discussion. The middle sections of the thesis explore and refine in a more theoretically systematic way some of the central issues previously raised by considering insights which have arisen in the context of two broad and contrasting perspectives - loosely termed "rationalist" and "existentialist" respectively. The conceptions of thinking and understanding that each of these emphasise and their broad curriculum implications are developed. It is argued that as well as suggesting certain basic dimensions to thinking - the "calculative", the "authentic" and the "poetic" (distinctions taken originally from Martin Heidegger) - the considerations raised by these views need to some extent to be interwoven if an adequate account of what it is to develop children's th nking and understanding s to be achieved In the final part of the thesis m re specific issues relating to the structuring and assessment of children s learning, and central aspects of the relationship between teacher and pupil n primary education, are explored in the light of previous analyss. Certain aspects of the National Curriculum at the primary stage of education are considered and some critical evaluation f some of its main features is offered.
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Killen, Carey. "The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13301.
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Educators need clear, actionable data to help them understand students' current levels of performance and students' probable trajectory toward college- and career-readiness in math if they are to make informed programmatic decisions to shape that trajectory. This study explored the relation between CBM-math in Grade 7 as a one-point, teacher accessible measure of student math skill and the students' performance on the Grade 8 EXPLORE-math test, a large-scale achievement test linked to one set of college- and career-readiness benchmarks.
Results indicated that a moderate positive correlation and predictive relation exist between CBM-math and EXPLORE-math. Information was disaggregated by gender and for subgroups, including students eligible for special education, free or reduced meals, and English language development services. No difference in means for male and female students on either measure was identified, but eligibility for special education or for free or reduced lunch was associated with lower performance on both measures. Insufficient numbers of ELD students hindered detailed analysis, but none of the ELD students included in the study achieved the EXPLORE benchmark or the CBM normalized cut score based on the 40th percentile.
An ROC analysis showed that easyCBM consistently predicted students who did not meet the EXPLORE benchmark, although results indicated that a higher cut score on easyCBM may be a more consistent predictor. The study adds to validity research on CBM and may be useful for educators seeking to identify students at risk of missing achievement benchmarks and make programmatic decisions to ensure students are on track to be college- and career-ready in math.
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Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.
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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.
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Bean, Pamela W. "Curriculum for At Risk Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/186.
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This curriculum project reviews the research on students who have been labeled drop-outs and/or low-achievers. Several different types of teaching models were reviewed to determine the best model to be used for drop-out and/or low-achieving students.
The project includes curriculum materials that correspond to the Minimum Level Skills objectives for the General Math II course designated by the Duval County School System in Florida. The curriculum also corresponds to the required textbook for the General Math II course. This project strives to increase the ability of the students in the Graduation Enhancement Program to pass the Minimum Level Skills Test and increase their knowledge in the area of basic and common sense mathematic concepts. III
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Hopkin, John William. "The worldview of geography textbooks : interpretations of the National Curriculum." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322725.
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