Dissertations / Theses on the topic 'Mathematics language'
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Lambert, Allen. "Mathematics through Language." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82642.
Full textGanesalingam, Mohan. "The language of mathematics." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608939.
Full textOwens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.
Full textBergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.
Full textAlleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.
Full textThis study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.
Dale, May. "The acquisition of the Language of Mathematics." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52975.
Full textDissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.
Full textPugalee, David K. "Plenary Address: Language and Mathematics, A Model for Mathematics in the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79258.
Full textBold, Christine Elizabeth. "Making sense of mathematical language in a primary classroom." Thesis, n.p, 2001. http://oro.open.ac.uk/18838.
Full textNgibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.
Full textRunnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.
Full textWilkinson, Shaun. "Mathematics development in Spanish-speaking English language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5878.
Full textDiaz, Raquel Munarriz. "The role of language in early childhood mathematics." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/2805.
Full textDijk, Wilhelmina Van, and Lori Jean Marks. "English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.
Full textSepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.
Full textLee, Clare. "The role of language in the learning of mathematics." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404793.
Full textCheung, Chi-kit Fritz, and 張志傑. "Thinking styles and achievement in mathematics and language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.
Full textCheung, Chi-kit Fritz. "Thinking styles and achievement in mathematics and language learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25207325.
Full textWallace, Michelle L. Ellerton Nerida F. "Characterization of high school mathematics and physics language genres." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3127139.
Full textTitle from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.
Poon, Wing-pong. "Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602075.
Full textWatson, Matthew James. "Anti-realist semantics for mathematical and natural language /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textTaha, Mohamed A. M. S. "Regulated rewriting in formal language theory." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/910.
Full textMoench, Megan Elaine. "Modeling literacy strategies for English language learners in mathematics class." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939263631&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textBertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.
Full textTerrell, Karen L. "Academic Language and Mathematics: A Study of the Effects of a Content and Language-Integration Intervention on the Preparation of Secondary Mathematics Pre-Service Teachers." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2607.
Full textResearchers have found that as students progress through school, the importance of language grows due to the content specificity that emerges, especially in the secondary grades, and due to the preparation of these students to enter adulthood once their schooling is completed. Even as students' instruction in various content areas becomes more in-depth and specialized, so does the terminology employed in the content. It is because of this specificity and union of language and learning that English-language learners' (ELLs') ability to comprehend and produce content-area academic language is crucial to their success. When questioning the quality of instruction ELLs are receiving in mathematics, the attention logically shifts to the pedagogical abilities of their teachers. However, historically, mathematics teachers have lacked language-acquisition knowledge and strategies necessary to adequately address the needs of linguistically diverse learners. In order to authentically promote and pursue quality mathematics education for all students, teachers of mathematics must be trained in recognizing the language demands of mathematics and in applying or developing strategies to address the nuances of the language in this subject area. The research in this study contributes to this work. This dissertation documents the effects of an intervention, woven into a secondary mathematics methods course and designed to prepare mathematics teachers to support ELLs' content and language learning. The study was based on the assumption that mathematics is much more than computations, and thus, requires a shift in the how the role of the mathematics teacher is viewed. Both qualitative and quantitative empirical evidence regarding the intervention's influence on the participants' attitudes and preparedness to teach the academic language of mathematics were generated. Twenty-nine students over the course of two years took part in this research. Five students from the second year were selected for an in-depth case study based on their range of experiences with learning other languages, interactions with linguistically diverse youth, and practicum placements for the subsequent spring semester. The larger group of preservice teachers was surveyed at the beginning and end of their enrollment in the course, and their course assignments were collected. In addition, case-study participants were interviewed at the start and completion of the semester, and their practicum-office submissions were examined. A framework to encourage pupils' acquisition of mathematical academic language is proposed. Essential outcomes indicate that the intervention not only affected the participants' beliefs and attitudes towards their own preparedness for teaching ELLs in mainstream mathematics classes, but also it imparted concrete strategies for the modification of teaching and learning experiences in the preservice teachers' future practices. The results of this study correlate to existing literature regarding linguistically responsive pedagogy and extend this theory by integrating language-acquisition strategies throughout a content-methods course for the middle- and high-school levels
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Poon, Wing-pong, and 潘永邦. "Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958953.
Full textKailikole, Kathryn Leimomi. "Meaning making in a college mathematics lecture format the intersection of mathematics, language, and cultural meaning systems /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359509.
Full textTitle from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-190).
Kaphesi, Elias S. "The use of language in mathematics teaching in primary schools in Malawi : bringing language to the surface as an explicit feature in the teaching of mathematics." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/14002/.
Full textKhalo, Xolani. "Analysis of grade 10 mathematical literacy students’ errors in financial mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1369.
Full textChang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textTee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.
Full textJones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.
Full textFranklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.
Full textSmith, Oneil St Orbine. "The Influence of Language on the Teaching and Learning of Mathematics." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4682.
Full textMidhat, Avin. "The teachers' mathematics instruction for second language learners in elementary school." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28340.
Full textThe purpose of this master thesis is to further explore ways in which teachers in primary schools are working with second language learners in mathematics and their understanding of language and the teaching methods they consider may promote these students' learning. The aim is also to examine the outlook mathematics teachers at the declining level of knowledge in mathematics in elementary school. In terms of methodology, data were gathered through interviews to investigate four mathematics teachers' perceptions and approaches, and qualitative observations by observing the interviewed teachers teaching mathematics.The result shows from a socio-cultural perspective that teachers are aware that language is just as important as mathematics where students in mathematics education have the opportunity to cooperation, explain, reformulate, argue, present and think about different solutions. Linguistic and physical tools are often interdependent, one needs knowledge of numbers or the various units and this indicates that all students have the opportunity to develop new knowledge and skills with others, because they have to explain, reformulate, argue, present and thinking on their math problems. During the observations I watched the basis of Cummins model for their teaching of mathematics from a constructivist perspective and the results showed that the teachers' actual teaching does not always line with their stated beliefs. There are additional factors that play a role in mathematics education to promote these students' learning, such as student participation in discussions, interest, test laboratory experiments and supported by native teachers. The goal of second language learners are customizable. Customization is accomplished by students taking and process impressions from the environment in class. This means that new experiences are added to the previously without any "schemas" needs to be changed. The teaching material that school is basically good for students who have easy math, but not for the weak. They contain advanced exercises with difficult texts to challenge those who can do more, but are too difficult for the students in practice. Teachers work with the various text information on the board and try to explain them in simple language by just scale of that which is unnecessary, without removing the mathematical content.
Kerio, Roula. "Matematik kommunikation utifrån lärarnas uppfattningar : En kvalitativ studie som bygger på sex matematiklärares uppfattningar av kommunikations betydelse för elevernas lärande i matematikämnet." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5708.
Full textBotes, H., and A. Mji. "Language diversity in the mathematics classroom: does a learner companion make a difference?" South African Journal of Education, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001168.
Full textStringer, Alex P. "Language and mathematics, the relation between English-French bilingualism and simple arithmetic." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ52371.pdf.
Full textMonaghan, Francis. "Language and mathematics : the analysis of written text in the secondary classroom." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389778.
Full textFasi, 'Uhila-moe-Langi. "Bilingualism and learning mathematics in English as a second language in Tonga." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298727.
Full textStringer, Alex P. (Alexander Paul) Carleton University Dissertation Psychology. "Language and mathematics; the relation between English-French bilingualism and simple arithmetic." Ottawa, 2000.
Find full textWhale, Susan Gaye. "Using language as a resource: strategies to teach mathematics in multilingual classes." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.
Full textBreton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners." Thesis, Högskolan Dalarna, Matematik/tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.
Full textPetcharawises, Thavisakdi. "Programming language as a tool for software design." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/2471.
Full textValiron, Benoit. "A functional programming language for quantum computation with classical control." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26790.
Full textLim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.
Full textMarknäs, Sara, and Nadia Amjadi. "Språkutveckling i matematiken." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40434.
Full textTobias, Keith S. "The effect of foreign language study in Tennessee middle schools on mathematics achievement." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572918.
Full textThis quantitative method, quasi-experimental design study examined the possible effect of foreign language study in Tennessee middle schools on mathematics achievement. The population was 1,708 historical student test scores of a single cohort spanning 6th through 8th Grades from the same schools within a large urban public school district. NCLB demographics included race, gender, socio-economic status, and ELL status. The quasi-experimental design followed methods described by Shadish, Cook, & Campbell, including independent control and treatment groups, pre-test/post-test, stratification, and matching. The instrument was the mathematics portion of the revised (2008-2009) Tennessee Comprehensive Assessment Program (TCAP) standardized tests. The TCAP was revised with increased critical thinking skills according to the Webb taxonomy and normalized to national standards. The study indicated that the foreign language treatment group performed significantly better than the control group, t2–samp (∞) = 4.87, a < .05, on their 8th Grade TCAP mathematics test. The problem was that foreign language programs had been reduced or eliminated under NCLB-related academic and financial pressures. Political and educational leadership lacked evidence linking foreign language study to mathematics achievement in middle schools. This study was situated within an intuitionist mathematics philosophy, brain-based research, and social cognitive learning theory. Implications included an age-appropriate curriculum development model, curricular integration, support for foreign language study in middle schools, and the possible detrimental effects of cancelling foreign language programs.
Barbu, Otilia C. "Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193243.
Full textPetkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.
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