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Piatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.
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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.
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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.
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Poon, Ying-ming. "Enhancing communication with mathematics club activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3538296X.
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Lewis, Matthew. "Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5219.
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In addition to the memorization, algorithmic skills and vocabulary which is the default focus in many mathematics classrooms, professional mathematicians are expected to creatively apply known techniques, construct new mathematical approaches and communicate with and about mathematics. We propose that students can learn these professional, higher level skills through Laboratory Experiences in Mathematical Biology (LEMBs) which put students in the role of mathematics researcher creating mathematics to describe and understand biological data. LEMBs are constructed so they require no specialized equipment and can easily be run in the context of a college math class. Students collect data and develop mathematical models to explain the data. In this work examine how LEMBs are designed with the student as the primary focus. We explain how well-designed LEMBs lead students to interact with mathematics at higher levels of cognition while building mathematical skills sought after in both academia and industry. Additionally, we describe the online repository created to assist in the teaching and further development of LEMBs. Since student-centered teaching is foreign to many post-secondary instructors, we provide research-based, pedagogical strategies to ensure student success while maintaining high levels of cognition.
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Buie-Collard, Geoffrey Brock. "Helping Students Affected with Mathematics Disorders Learn Mathematics." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592387017569857.
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Buie-Collard, Geoffrey. "HELPING STUDENTS AFFECTED WITH MATHEMATICS DISORDERS LEARN MATHEMATICS." Ohio University Art and Sciences Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1586172168614395.
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Hart, Hilary. "Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2573.
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This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students. After administering a pre-performance assessment, I taught a 10-lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, think-pair-shares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit, the four focus students used the mathematics vocabulary words that were taught explicitly. The focus students gained both procedural and conceptual knowledge of fractions during this unit. Students also expressed elevated confidence in their mathematics abilities.
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Prestwich, Paula Jeffery. "Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5785.
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The Finnish school system has figured prominently in the PISA international assessments for over 10 years. Many reasons are given for Finnish success yet few of them focus on what is happening in the mathematics classroom. This study addresses the question of “What does mathematics instruction in the Finnish mathematics classroom look like?” Eight Finnish mathematics classes, from 6th – 9th grade were recorded, translated, and analyzed using the Mathematical Quality of Instruction (MQI) 2013 video coding protocol. Other aspects and observations of these classes also are discussed. Although the study is small, this study gives a view into the nature of some Finnish mathematics classrooms.
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Kilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.
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Debates over the promising change Massive Open Online Courses (MOOCs) might offer to traditional online learning now produce significant attention and discourse among the media and higher education. Ample articles discuss the potential benefits of MOOCs from the perspectives of faculty and administration. However, little is known about students’ perceptions of MOOCs. Given the lack of relevant literature and the reality that MOOCs are created to benefit students, it is important to elicit current college students’ perceptions of MOOCs since it is well documented learning mathematics online has its problems (Ashby, Sadera, & McNary, 2011; Frame, 2012; Ho et al., 2010; Hughes et al., 2005; Jameson & Fusco, 2014).
In this descriptive exploratory case study, I explored the perceptions of eight adult college students enrolled in a developmental mathematical xMOOC. I utilized constant comparative methods (open, axial, and selective coding) to analyze the data and identified overarching themes related to student perceptions of learning developmental mathematics via an xMOOC. XMOOCs are structured like large online lecture courses, usually with auto grading features for tests and quizzes and video-recorded lectures. I also employed post structural tenets to scrutinize the data through different lenses. My goals were to explore college students’ perceptions of learning via developmental mathematical xMOOCs, the reasons students chose to learn developmental mathematics via an xMOOC, students’ beliefs of personal characteristics needed to successfully complete a developmental mathematical xMOOC and their ideas about how to improve developmental mathematical xMOOCs. The study provides insights about college students’ learning and success via developmental mathematical xMOOCs and adds needed information to the literature on higher education distance learning.
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Khalo, Xolani. "Analysis of grade 10 mathematical literacy students’ errors in financial mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1369.
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The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.
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Nyman, Martin. "What do students’ feel about mathematics? : Compulsory school students’ emotions and motivation towards mathematics." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186626.
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This licentiate thesis deals with compulsory school students’ expressed emotions and motivation towards mathematics. Theoretically, it has been guided by Hannula’s meta-theory on affect (e.g., 2012), of which emotion and motivation are part. In this thesis, emotion is defined using models from Schirmer (2015), and motivation correspondingly by Shunk et al. (2010). In the analysis, a model for emotion developed by Lövheim (2012), and models for motivation proposed by Ryan & Deci (e.g., 2000) and later further developed by Sumpter (2012), were adopted. This thesis focuses on two studies. In the first study, in search of nuanced knowledge about students’ experiences of mathematics, a primarily qualitative approach was adopted in interviews conducted with 19 primary school students. The results reported in Paper I (Nyman & Sumpter, 2019) confirm previous research which found that students express both intrinsic and extrinsic motivation for doing mathematics. But the results also indicate further motivational nuances, and I propose a division of each dimension into six subcategories. The results reported in Paper II (Nyman, in press) indicate that students’ negative emotions towards mathematics are directed towards themselves, as shame or distress, and not externally as anger. The results also indicate that there are connections between emotion and other affective concepts such as motivation and social dimensions, but also more technical aspects, for example, being allowed to listen to music. The second study, reported in Paper III (in preparation), gathered questionnaire data from 222 grade 8 and grade 9 students, and aimed to compare differences between the two grades as well as between boys and girls. The results show that the only significant difference between boys and girls is on issues relating to motivation: Girls generally express being more extrinsically motivated to doing mathematics than boys.
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GieSinger, Patricia. "Teaching practices and secondary mathematics students' perceptions about mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/MQ51346.pdf.
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Vagliardo, James Joseph. "Mathematics and nursing students' conceptual understanding of mathematics for nursing /." Diss., Online access via UMI:, 2008.
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MacFarlane, Shaun David. "Interventions with underachieving mathematics students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ61459.pdf.
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Cardella, Monica E. "Engineering mathematics : an investigation of students' mathematical thinking from a cognitive engineering perspective /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/10692.
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Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." WALDEN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/980.
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This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning that was given to these experiences. Data were collected and analyzed from individual interviews with 9 students and a focus group session. The findings of the study revealed that participants' past experiences influenced their current attitudes about the study of mathematics. Perceptions of mathematical ability, history of success or failure with grades, and the influence of the teacher and peers in the learning environment most influenced students' attitudes about mathematics. Moreover, current feelings impact the degree to which a student puts forth effort in the study of mathematics, and the relationship with the mathematics teacher had the greatest impact on student attitudes. To improve the perceptions that students have about the study of mathematics, expanded professional development opportunities may bring increased awareness of students' perceptions of the study of mathematics, and develop remedial mathematics programs that remove the negative stigma associated with them. The research study could lead to social change as its purpose is to improve student achievement in mathematics through changes in the remedial mathematics program.
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Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
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Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.
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Cooper, Debra A. "Students' perceptions of effort in mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62202.pdf.
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Manning, Stephen. "Intelligent interfaces for remedial mathematics students." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533076.
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Cann, Rosemary O. "Students' participation in mathematics in Wales." Thesis, Aberystwyth University, 2008. http://hdl.handle.net/2160/8eeb250e-7399-47d5-9959-66f36eba92ed.
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The purpose of this study is to determine whether gender tendencies exist in girls' and boys' attitudes towards mathematics in Wales which may affect their participation in the subject, along with identifying any school or Local Education Authority (LEA) policies or practices which may also influence students' participation. To achieve this, 712 students participated in an attitudinal questionnaire, with participants from 7 schools taking part in group interviews. Observations of mathematics classrooms were conducted in 4 schools. 28 teachers and 9 LEA representatives completed questionnaires to determine the existence and effect of any school and LEA policies and practices. The results illustrated marked gender tendencies between girls' and boys' attitudes towards mathematics in Wales. However, these gender tendencies were significantly less marked in one type of school. Furthermore, class size and teacher gender were identified as having an influence on students' participation. The study concluded that gender tendencies in girls' and boys' attitudes towards mathematics do exist in Wales and that there are certain school practices and policies which can affect students' participation in the subject. Based on this study's results, recommendations for schools and LEAs are proposed to increase students' participation in mathematics. These include: Promote co-operative and practical working methods in mathematics Arrange the classroom to ensure that girls are grouped together Ensure textbooks do not contain gender stereotypes Ensure Welsh medium textbooks are updated Provide students with adequate career and subject advice to allow them to make informed decisions about future careers and the subjects necessary to achieve the career chosen Reduce class sizes and ensure that there is no predominance of boys in each class Allow mathematics teachers to remain with classes for a number of years Ensure teacher encouragement at mathematics Increase initiatives to address gender issues Improve advice given to schools by LEAs Ensure girls and boys are treated equally in the classroom, as far as is feasible Relate mathematics to real life experiences. Teach the subject to achieve understanding over and above keeping pace with a pre-set curriculum Ensure that gender equality is made a priority both at school and LEA level by putting in place appropriate initiatives Revise the curriculum and the GCSE examination in mathematics to alter their present negative effect on gender equality Publish mathematical examination results in such a way that they do not adversely affect girls' choice of studying mathematics at AS level.
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Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.
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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.
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Thesis (M.Ed.)--Cleveland State University, 2008.Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.
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Braaten, Bailey M. "Mathematical Identities: Narratives and Discourses of Female Students in 8th and 9th Grade Mathematics." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595000898006834.
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Allie-Ebrahim, Ferial. "Students, texts and mathematics : an analysis of mathematics texts and the construction of mathematics knowledge." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10064.
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Bibliography: leaves 149-155.This study deals with a systematic description of student production of mathematics texts and focused on written texts that appeared to be legitimate yet could not be upheld by a principled verbal description. A search of the literature on the analysis of students texts revealed that semiotic analysis, was not only scarce, but ideally suited to examining the social organisation of school mathematics practice. This study examines how student texts produced in response to typical school mathematics problems can, via a systematic analysis of texts, index the construction of mathematics knowledge. It outlines Dowlings' model of Social Activity Theory (1998) to produce a textual analysis which focuses on textual strategies to distribute message. These strategies and the message underpin the analysis. Practices that establish the message distributed indexes mathematics knowledge and curriculum practices. The notion of a mathematising gaze informing school practice was explored and was related to the construction of existing and pre-existing mathematics knowledge. To locate the effects of a mathematics gaze that could produce texts that lacked discursive elaboration in verbal discriptions, a comprehensive list of ideal types were developed to act as an interface between the empirical text produced that acted as a reading for constructive description of the theoretical terrain.
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Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Barker, Fred James. "The effects of an engineering-mathematics course on freshmen students' mathematics self-efficacy." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/f_barker_031010.pdf.
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Thesis (M.S. in civil engineering)--Washington State University, May 2010.Title from PDF title page (viewed on June 3, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 47-49).
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Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.
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This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.
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Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.
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Barger, Rita. "The effects of instruction in recreational mathematics on attitudes and beliefs about mathematics of high school, low-achieving mathematics students /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962502.
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Tynes, Curry Tiffany D. "A Comparative Study of Elementary Mathematics Specialists and Mathematics Coaches on Fourth Grade Students' Mathematics Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3731.
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Federal dollars are utilized to develop instructional programs for students not demonstrating mathematical proficiency on state standardized mathematics assessments, but there is a lack of empirical data on the effectiveness of two different approaches that were used in the local context. The purpose of this quantitative, nonexperimental, casual-comparative study was to determine if state achievement test scores of students in fourth grade who received instruction from a Mathematics Specialist (MS) during the 2007-2009 academic years demonstrated a statistically significant difference from the mathematics state achievement test scores of fourth grade students who received instruction from Grades 1-8 credentialed teachers supported by a Math Coach (MC) during the 2012-2014 academic years. The theoretical base includes two components: National Council of Teachers of Mathematics Standards and Federal No Child Left Behind educational policy, which focus on standards-based education, curriculum, assessment, and instruction to meet students' mathematical needs. Data was collected from a census sample of 13,671 students' state scores from school years 2007-2008, 2008-2009 (MS) and 2012-2013, 2013-2014 (MC). The research question was whether there is a difference in MS and MC scores. An independent samples t test was used to compare the means of all the scores. The results show that the MS program produced statistically higher math scores than the MC. This supports the limited literature in favor of MS. Positive social change includes supporting increasing the use of the MS program in the local context to increase mathematics test scores and the potential for redistribution of federal funds to develop MS programs nationwide.
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Öhman, Sofia. "Students’ perspectives on mathematics : An interview study of the perceived purposes of school mathematics among Swedish gymnasium students." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-171073.
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Mathematics is a compulsory subject throughout elementary school as well as during the first year of the gymnasium, which is Swedish secondary education for students in the age range 16 to 19. It is also prioritized higher than many other school subjects, which is obvious when looking at the amount of time it takes up or the fact that, together with Swedish and English, it makes up the three subjects students need to pass in order to graduate. Mathematics is obviously perceived to be extremely important by those in charge of the education system, and this study examines whether Swedish gymnasium students perceive the same importance. It is also examined whether the perceived purposes of mathematics differ between students on vocational tracks and those on academic tracks. The purpose of the study was to gain insights into students’ thoughts on mathematics, as well as to determine whether there were any significant differences between the thoughts of students on different tracks. These insights could be valuable to teachers and those responsible for the education system, since they offer a student perspective on learning in general and on mathematics education in particular. The data collection was done through eight group interviews with a total of 31 students, whereof 15 from vocational tracks and 16 from academic tracks. In the interviews, questions relating to the students’ perceived purposes of school mathematics were discussed. The results clearly showed that both students on vocational and academic tracks perceived mathematics education to be extremely important, and they were all of the opinion that it had to be a compulsory school subject. However, some interesting differences were found in how students on different tracks argued for its importance. During the interviews students shared many interesting perspectives on mathematics education, with encouraging as well as somewhat worrying views made visible. During the analysis of the results, some specific aspects were selected and discussed further. The results indicate that there are grounds for conducting further research within the area to seek explanations behind some of the student perspectives found in this study. It would also be highly interesting to further research the discovered differences between students on vocational and academic tracks.Matematik är ett obligatoriskt ämne genom hela grundskolan och även under första året på gymnasiet. Genom att se till antalet timmar avsatta för matematikundervisning, eller det faktum att matematiken tillsammans med svenska och engelska utgör de tre ämnen som eleverna måste klara för att ta examen, blir det tydligt att matematik prioriteras högre än de flesta andra skolämnen. Det är uppenbart att matematik anses vara extremt viktigt av de som är ansvariga för utformningen av skolsystemet och i denna studie undersöktes huruvida denna uppfattning även delas av gymnasieelever. I studien undersöktes också ifall det finns skillnader mellan hur elever på yrkesförberedande program och högskoleförberedande program uppfattar syftet med matematikundervisning. Syftet med studien var att få insikt i elevers tankar om matematik. Syftet var också att få svar på om det fanns signifikanta skillnader mellan elever på yrkesförberedande och högskoleförberedande program. Sådana insikter kan vara värdefulla för lärare såväl som för de som är ansvariga för skolsystemet eftersom de bidrar med ett elevperspektiv på lärande generellt och matematikundervisning specifikt. Datainsamlingen gjordes genom åtta gruppintervjuer med totalt 31 elever varav 15 på yrkesförberedande program och 16 på högskoleförberedande program. Under intervjuerna diskuterades frågor som rörde elevernas uppfattningar om syftet med skolmatematik. Resultatet visade tydligt att elever på yrkesförberedande såväl som på högskoleförberedande program var av åsikten att matematikundervisning är extremt viktigt och alla ansåg att matematik måste vara ett obligatoriskt skolämne. Dock upptäcktes intressanta skillnader i hur studenter från olika program argumenterade för vikten av matematikundervisning. Under intervjuerna gav eleverna många intressanta perspektiv på matematikundervisning och upplyftande såväl som oroande aspekter synliggjordes. Under analysen av resultatet valdes ett antal ämnen ut som sedan behandlades ytterligare under diskussionsavsnittet. Resultaten indikerar att det finns grunder för att göra ytterligare forskning på ämnet för att söka orsaker bakom några av studentperspektiven funna i denna studie. Det vore också av intresse att undersöka de observerade skillnaderna mellan elever på yrkesförberedande och högskoleförberedande program vidare.
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Saintine, Thierry. "Mathematics Confidence in an Urban High-School: Black students' perception of mathematics education." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444144.
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Urban EducationPh.D.
This was an investigation of students’ mathematics confidence and how it is shaped by their accumulated experiences in mathematics education, and informs their view of the purpose of mathematics in their current and envisioned lives. There is no shortage of studies on black students’ poor performance in mathematics education and its seeming persistence in spite of reform initiatives and policy changes. Conversely, there is a dearth of studies in the field on high achieving black students and the construction of their mathematics identities. Some scholars have argued that the plenitude of data on the failure of black students in mathematics education has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational scholars, policymakers, practitioners, but it has contributed to the alienation of many students from the community of “doers of mathematics.” In an effort to combat the pervasiveness of race-based beliefs of math ability, some researchers in the field of mathematics have advocated for the need to refocus research on better understanding students’ mathematics identity and its relationship to their performance. In light of this, this study, using ethnographic methods, examined the mathematics confidence—a subset of mathematics identity—of a group of seniors enrolled in honor’s pre-calculus at an under resourced urban comprehensive high school. Data collected and analyzed for this study showed that participants, in spite of a history of mostly success in math and despite being socialized to view the classroom as opportunity to challenge disparaging views of African Americans, refused to seek or claim membership to the community of math people. This study provides new insights into black students’ perception of and sense of belongingness to mathematics, and its potential impact on their academic and economic prospects.
Temple University--Theses
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Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.
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This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1999), translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritised thinking) and Core II (procedural, already tested and prioritised thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth,memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies.
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Goss, Alison Mary. "Teachers Beliefs About Mathematics and Multilingual Students." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31064.
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I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992). Established beliefs with regards to mathematics hold that it is the easiest subject for multilingual students since there is little language involved. On the other hand, established beliefs are that increased English vocabulary is mainly what students need to be successful in mathematics. Barwell (2009) and Moschkovich (2002), using sociocultural perspectives, argue that language is important in mathematics and that multilingual students can participate in mathematical discussions when using resources such as their own mathematical knowledge, objects, and codeswitching. I interviewed five teachers who had experience teaching mathematics to students whose first language was other than English. I found that some teachers had beliefs which contrasted with the philosophies of their training institutions and with their schools. Teachers were found to hold contradictory beliefs. The study showed the importance of terminology in that how teachers referred to their multilingual students reflected their beliefs. Multilingual students were welcomed in the classroom for their contribution to cultural diversity but teachers acknowledged increased workload, and periods of frustration when supporting their multilingual students in mathematics.
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Tebasoboke, Joseph. "Mathematics can be simplified if teachers will increasingly focus on reaching students’ mathematical awareness." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9348.
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Mathematics is perceived as a difficult subject to many students internationally and Sweden ranks among EU/OECD countries that perform poorly, cited in the TIMSS 2007 assessments. The aim of this essay is to investigate the causes of the poor performance in Mathematics in many of Swedish Secondary schools and it will contribute to the solutions of this problem. The framework of this essay takes into consideration issues on; school curriculum, instruction of knowledge by teachers, construction of knowledge by students, their interactions and experiences in the situation of learning. Teaching methods have been seen as the starting point upon which students can be invited to carry out communications, reasoning and arguments in mathematics. This can be useful in developing capabilities of solving mathematical problems as recommended in Secondary School regulations book. The interviewed teachers’ experiences and approaches in selecting teaching methods have been interpreted to correspond with students’ involvement in learning mathematics. The essay has found out that there is a positive effect on understanding mathematics if teachers can select teaching methods that suits a specific object of learning. This however, has left one disturbing question for further researchers to answer; to whether it is enough for highly motivated and hard working students to study mathematics based on memorized wisdom (ideas) as it does not promote mathematical awareness.
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Marshall, Anne Marie 1974. "Understanding opportunities to practice what we preach mathematical experiences of mathematics education doctoral students /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8750.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Maas, Amy Krolow. "Effects of a third credit requirement of mathematics." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007maasa.pdf.
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Dlamini, Maxwell Sidumo. "The relationship between students' attitude toward mathematics and achievement in mathematics in Swaziland /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069223.
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Petersson, Jöran. "Mathematics achievement of early and newly immigrated students in different topics of mathematics." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140641.
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This thesis aims to explore the mathematics achievement of second language immigrants in compulsory school as they continue their schooling in Sweden. Specifically, the thesis aims to generate more knowledge about different sub-categories of second language students, namely newly arrived immigrants, early arrived immigrants and other second language students in compulsory school. The data in this thesis consists of students’ responses to test items and thus mainly contains mathematical symbols, essentially numbers in different representations, written by the students. Doing so, this thesis problematizes the concept of second language students in mathematics in two aspects. One aspect is to assess the first and second language students’ achievement in different mathematical content domains, instead of only assessing the total achievement. Another aspect is to see the second language students as different sub-categories of second language students. Papers I and II of this thesis found that the achievement difference between first and second language students is not homogeneous. Instead the achievement difference between first and second language students is larger for concepts that are rare in mathematics textbooks. Moreover, the achievement difference between first and second language students varies with the content domain. Another way to say this is that first and second language students have different achievement profiles. Papers III and IV of this thesis explored how sub-categories of second language students achieved on mathematics test items. Mathematics achievement studies on second language students often classify the second language students into a single category of students. Methodologically this imposes a concept of viewing second language students as homogeneous in proficiency in the language of instruction. This view is challenged in this thesis by dividing the second language students into newly arrived immigrants, early arrived immigrants and other second language students. These three sub-categories have different proficiency in Swedish language due to how long they have lived in Sweden. Papers III and IV found that these student categories both had different test achievement and, related to this, also used mathematical concept representations differently. In particular, the newly and early arrived immigrants seemed to experience on average different challenges during mathematics testing. The newly arrived students seemed more challenged with terminology but less with the mathematical content while the opposite seemed to hold for the early arrived students. An implication for teaching is that particularly early arrived second language children seem to be in urgent need of support in mathematical concept building from first day of schooling in the new country.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: Manuscript.
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Glasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.
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Hill, Diane Skillicorn. "Similar but Different: The Complexities of Students' Mathematical Identities." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2304.pdf.
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Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.
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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.
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Rundquist, Rebecka. "Mathematics education in Colombia : How education in mathematics is conducted in a development country." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52736.
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This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.
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Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.
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Sylne, Vladimir. "Impact of Inclusion Teachers' Mathematics Anxiety and Mathematics Self-Efficacy on the Mathematics Achievement of Learning Disabled Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1804.
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Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best practices in teaching. The research questions of this study involved understanding the impact of inclusion teachers' mathematics anxiety and mathematics self-efficacy on the mathematics achievement of LD students. A quantitative survey design was used, and data were collected from 15 volunteered participating inclusion math teachers using the Learning Mathematics Anxiety subscale; the Personal Mathematics Teaching Efficacy subscale; a demographic questionnaire; and students' school level state standardized test scores and end-of-course final average in Geometry, Trigonometry, Algebra I, or Algebra II. Regression analyses were used to evaluate the relationship between the variables of mathematics teachers' anxiety, mathematics teachers' self-efficacy, and student achievement. The findings of this study revealed that inclusion teachers' mathematics anxiety and teaching efficacy did not significantly predict mathematics achievement of LD students. The implication for social change is that further research that includes variables other than teacher mathematics anxiety and teaching efficacy is needed to understand mathematics performance of learning disabled students.
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Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12161.
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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.
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Whitlow-Malin, Dorothy Jeanette. "A Mathematics Acceleration Experience for Mathematically Promising Students." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/15.
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To address the pervasive concerns of educators about the social and emotional effects of mathematics acceleration on students and the paucity of findings on those issues, 6 students who had participated in 6 years of accelerated mathematics courses were purposefully identified and interviewed in this longitudinal study. Through a qualitative research design, using phenomenological methods, and accompanying descriptive statistics, the author elicited the students’ descriptions of their learning experiences. Major findings in this study were that all students described great benefits from the experience, negative effects were minor, and key factors contributing to success were work ethic, motivation, parents and teachers. The researcher examines a subset of able and promising students who experienced increased mathematics expectations, and she gives parents, educators and policymakers insight into how that population responded to those challenges. In the ever-shifting arena of higher learning expectations for all students under No Child Left Behind legislation and the poor showing of U.S. students on international tests, these results provide information about the possible responses that other students, those struggling and unmotivated, might have to those demands.
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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.
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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.