Dissertations / Theses on the topic 'Mathematics in the national curriculum'
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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.
Full textKoshy, 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.
Full textEr, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
Full textMosala, 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 textThis 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.
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.
Full textTitle 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.
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.
Full textPalmberg, 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 textMoreno, 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.
Full textSehole, 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.
Full textDissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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.
Full textMorar, 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.
Full textI 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.
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.
Full textDale, 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.
Full textFrost, 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/.
Full textSwincicky, 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.
Full textTwelve 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.
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/.
Full textPrestage, 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.
Full textMosala, 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.
Full textThis 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.
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 textBerg, 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.
Full textSloan, 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.
Full textJohnston, 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/.
Full textNyirenda, 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.
Full textConger, 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.
Full textMueller, 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.
Full textPickering, 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.
Full textSantos, 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.
Full textCoordenação 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
Groves, Suzanne Claire. "How children experience national curriculum physical education." Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.
Full textRolandsson, 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.
Full textOughton, 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.
Full textWilliamson, John Roxburgh. "Aspects of children's language in National Curriculum English." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.
Full textElfed-Owens, Prydwen. "The implementation of the National Curriculum in Wales." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020272/.
Full textMina, 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.
Full textThurber, 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.
Full textTypescript. 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.
Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.
Full textLandrum, 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.
Full textSvensson, 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.
Full textThe 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.
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.
Full textTitle from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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.
Full textDowgill, Paul. "Pupils' conceptions of learning geography under the National Curriculum." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019117/.
Full textHoffmann, 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.
Full textGrant, 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.
Full textStarks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.
Full textIn 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.
Soares, Darrow P. "Curriculum in mathematics for air conditioning and refrigeration." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1239.
Full textMorris, 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.
Full textBonnett, Michael Robert. "Thinking and understanding in the primary school curriculum." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019143/.
Full textKillen, 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.
Full textBurrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.
Full textBean, Pamela W. "Curriculum for At Risk Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/186.
Full textHopkin, 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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