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Academic literature on the topic 'Mathematics syllabus'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mathematics syllabus"

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Vlasenko, K., O. Rovenska, I. Lovianova, N. Tarasenkova, and V. Achkan. "A Learner-Centered Syllabus-Based Approach to engaging master students into research activity." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012019. http://dx.doi.org/10.1088/1742-6596/2288/1/012019.

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Abstract This paper presents a vision of a team of researchers on solving a problem of engaging future Mathematics teachers into a research activity through implementing person-centred approach to learning and teaching. The authors of the given article present a designed Learner-Centered Syllabus of a training research workshop in Mathematical Analysis for Master students, majoring in Mathematics at teacher training universities. This study presents the structure, the components and the content of a Learner-Centered Syllabus. When giving content to the sections of the syllabus, the developers take into consideration the conditions for person-centredness; creating the atmosphere of acceptance and congruence; shaping in students the personal qualities, which contribute to their research activity; arranging collaboration; engaging students into the assessment process. The researchers in the present study identify orientation at self-development as a key concept of the course policy and make each section of the syllabus personal. The following sets of attributes were used to evaluate the designed Learner-Centered Syllabus: Community, Power and Control, Assessment and Evaluation. The experimental study was done over four years, two groups of Master students majoring in Mathematics became its participants. One group was given a conventional Content-Focused Syllabus of a training research workshop in Mathematical Analysis, while the second group received a Learner-Centered Syllabus, designed in accordance with the Person-Centered Approach to Teaching and Learning. The analysis of the findings of this experiment justified the effciency of creating a learning environment, which is determined by the emotional components, such as Congruence, Acceptance and Empathic understanding. The present paper also shows a positive impact of the syllabus on the degree of students’ motivation to choose the training research workshop in Mathematical Analysis.
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Price, Nigel. "Statistics in the AEB Mathematics Coursework Syllabus." Teaching Statistics 14, no. 2 (June 1992): 26–27. http://dx.doi.org/10.1111/j.1467-9639.1992.tb00222.x.

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Price, Nigel. "Assessment for an advanced mathematics coursework syllabus." International Journal of Mathematical Education in Science and Technology 23, no. 5 (September 1992): 657–63. http://dx.doi.org/10.1080/0020739920230503.

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Alemayehu Wole, Getinet, Solomon Fufa, and Yilfashewa Seyoum. "Evaluating the Content Validity of Grade 10 Mathematics Model Examinations in Oromia National Regional State, Ethiopia." Education Research International 2021 (December 21, 2021): 1–11. http://dx.doi.org/10.1155/2021/5837931.

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This article purports to analyze the content validity of model examinations for grade 10 mathematics. The study looked at the model tests to evaluate if they were indicative of the course content and emphasized on the syllabus’ learning outcomes. A survey design with six years of mathematics model exam, syllabi, and textbooks served as the key data sources was considered in the study. Kendall’s coefficient of concordance and chi-square test of statistical treatment were used to analyze the quantitative data obtained. In addition, the qualitative data were evaluated using narration and description. The study’s statistical findings revealed that there was no relationship between test items and learning outcomes in cognitive domain categories or main textbook content. As a result, the exam items did not correspond to the syllabus’s objectives and content. Furthermore, the qualitative data revealed that the test items were unclear, poorly laid out, and multidimensional, as well as having low content validity.
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Nurhasanah, Eva Novita, Yenita Roza, and Sehatta Saragih. "DEVELOPMENT OF LEARNING INSTRUMENTS OF PROBLEM BASED LEARNING INVOLVING MATHEMATICAL PROBLEM SOLVING ABILITY OF STUDENTS IN 8TH GRADE SMP/MTs FOR LINEAR SYSTEMS WITH TWO VARIABLES MATTER." Jurnal Prinsip Pendidikan Matematika 2, no. 2 (May 31, 2020): 68–78. http://dx.doi.org/10.33578/prinsip.v2i2.55.

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Learning in the class must be well planned, one of which to create learning instruments that refer to the curriculum implementation. This research aims to produce mathematics learning instruments (Syllabus, Lesson Plan, and Student workshet) using the problem based learning model in the linear systems with two variables matter. This research is a research and development (R&D) using the 4-D model. The research instrument were an instrument of validity in the form of a validation sheet to assess the validity (syllabus, RPP and LKPD) and practical instruments in the form of a questionnaire for students' responses to LKPD. Validation data analysis results obtained an average value for the syllabus is 3.36 in the category of very valid, value for the RPP is 3.23 in the category of valid, value for the LKPD is 3.32 in the category very valid. Validation result facts state the syllabus, RPP and LKPD are feasible use. The results of practicality data analysis of LKPD in small group was 87.01% in the very practical category and the result of practicality data analysis in large group trials was 86.10% in the very practical category. Which means the mathematics learning instruments can improve students’ mathematical problem solving ability and feasible used for students in learning.
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Faisal Bakti and Rezi Ariawan. "DEVELOPMENT OF MATHEMATICAL LEARNING DEVICES BASED ON THE POE (PREDICTION, OBSERVATION, EXPLANATION) MODEL IN THE MATERIAL OF CONSTRUCTING FLAT SIDE SPACES." Mathematics Research and Education Journal 5, no. 1 (February 28, 2021): 14–20. http://dx.doi.org/10.25299/mrej.2021.vol5(1).9208.

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Mathematical creative thinking is the ability to produce varied answers or ideas to solve problems in mathematics. This study aims to build a valid learning device on flat-sided geometry using the POE model (Prediction, Observation, Explanation). The learning tools developed were syllabus, lesson plans, and LKPD on the flat side space building material. This type of research is development research with the ADDIE model, modified into three stages (Analysis, Design dan Development) without the implementation and evaluation stages. The research data collection instrument was a learning device validation sheet in a syllabus, lesson plans, and LKPD. Analysis of the data used is descriptive data analysis that describes the level of validity of the product. This study yielded a valid syllabus, lesson plans, and LKPD with 83.65%, 87.86%, and 86.31%, respectively. This study concludes that the Development of mathematical learning tools based on the POE model on the flat-sided geometry material has been tested for validity
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Glencross, Michael J., and John Oliver. "An Analysis of Teachers' Opinions of a Senior Primary Mathematics Syllabus." Psychological Reports 75, no. 3 (December 1994): 1347–53. http://dx.doi.org/10.2466/pr0.1994.75.3.1347.

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As part of an evaluation of the mathematics curriculum for senior primary schools in Transkei, a prototype 19-item questionnaire designed to assess opinions about the current mathematics syllabus was administered to a sample of 82 Standard 3 (Grade 5) and Standard 4 (Grade 6) teachers. Analysis suggested that teachers believed they were handicapped by an overcrowded syllabus and unable to be innovative but recognized the value of alternative teaching approaches and the importance of providing enrichment activities.
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Fitria, Rahmi, Nahor Murani Hutapea, and H. Zulkarnain H. Zulkarnain. "Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 368. http://dx.doi.org/10.31258/jes.4.2.p.368-379.

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This research was motivated by the low ability of Mathematical Problem Solving (KPMM) of students. In order to improve KPMM, teachers can do designing the learning process. This study aims to develop mathematical learning tools that are valid, practical and effective. The development model used the Borg and Gall model. The research instrument consisted of syllabus validation sheets, lesson plane (RPP), student worksheet (LKPD), observability of implementation, student questionnaire responses and KPMM test instruments. The result shows the mathematics learning kit using the PBL model was already valid which is for the syllabus was 85.41%, RPP was 85.11%, LKPD was 88.67% and the test instrument was 81.71%. The learning kit fulfills the practicality requirements in large group trials with an average questionnaire of students responses of 91.99% and an average of 94.58%. Effective mathematics learning tools is to improve KPMM of students with student learning outcomes that is based on the achievement of KKM with the percentage of completeness reached is 88.24%. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of P = 0,000 with α = 0.05. Thus, it can be concluded that the development of mathematics learning tools by applying problem based learning can improve students mathematical problem solving abilities
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Pertiwi, Wiyana, Yenita Roza, and Putri Yuanita. "Development of Mathematics Learning Tools with Problem Based Learning Model on Matrix Material to Facilitate Students' Critical Thinking Ability." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 156. http://dx.doi.org/10.31258/jes.5.1.p.156-165.

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The ability of students to think critically in mathematics is is still low. The lack of learning tools that are considered to facilitate students' mathematical critical thinking skills is one of the cause it. The purpose of this study was to develop a mathematics learning tool with a quality problem-based learning (PBM) model to facilitate students' mathematical critical thinking skills. The learning tools developed consisted of a syllabus, lesson plans (RPP) and student worksheets (LKPD) on the matrix material for class X SMK. This research was a development research using the Borg and Gall model. The development consists of six stages, namely: 1) research and data collection; 2) planning; 3) development of the initial product draft; 4) initial field trials; 5) revised trial results; and 6) dissemination and implementation. The subject of this research trial was the students of SMK Nurul Falah Pekanbaru. The instrument used was validation instrument for the syllabus, lesson plans, and student worksheet. Based on the results of the validation data analysis, it shows that the learning tools developed were very valid. The results of the validation of the syllabus were 85.11; the average RPP score was 86.02; and the average LKPD score was 86.40. The average student response questionnaire to the initial field trial was 85.93 with the very practical category. The learning device developed was valid and practical for use by class X SMK students.
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Putri, Shania Uthami, and Atma Murni. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES BASED ON PROBLEM BASED LEARNING MODELS ON THE MATERIAL OF POLYHEDRON TO FACILITATE MATHEMATICS PROBLEM-SOLVING ABILITY FOR SMP/MTS STUDENTS." Jurnal Prinsip Pendidikan Matematika 4, no. 1 (November 30, 2021): 1–8. http://dx.doi.org/10.33578/prinsip.v4i1.93.

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This research is to produce a product in the form of mathematical learning devices using the Problem-Based Learning model on Three-Dimensional Shapes material to facilitate students Mathematics Problem-Solving Ability. The development model used is the ADDIE model, namely Analysis, Design, Development, and Evaluation. The research instrument used is validity instrument and practicality. The validity instrument is in the form of a validation sheet to assess the validity of the learning tools, namely the Syllabus, Lesson Plans, and LKPD. The practical instrument in the form of student response questionnaires to assess the usability and ease of use of LKPD. Learning Tools developed will be validated by three validators and revised according to the validator's suggestions. Next, a small group trial was conducted with six students. The results of the average validation score for the Syllabus are 3.84, RPP 3.75, and LKPD 3.64, so the learning tools are categorized as very valid. The result of the average percentage of the practicality of LKPD is 91.15%, with a very practical category. Based on the results of data analysis, it was concluded that this study produced a product in the form of a mathematical learning device based on the Problem Based Learning model on the material of Three-Dimensional Shapes that was valid for Syllabus, RPP, and LKPD and practical for LKPD.
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Dissertations / Theses on the topic "Mathematics syllabus"

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Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.

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Deliwe, Mawonga Christopher Columbus. "Syllabus differentiation in mathematics in Ciskei : the reality as against intention." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001436.

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The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
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Breetzke, Peter Roland. "Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001430.

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This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process
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Campbell, Alistair B. "Using hypermedia to improve the dissemination and accessibility of syllabus documents with particular reference to primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1157.

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The fundamental question that this study set out to investigate was: Can the advantages of hypermedia be extended to curriculum materials that are for the sole use of teachers? To consider this question, three areas needed to be investigated: hypermedia (the medium); teachers (the target) and curriculum documents (the content). Hypermedia has a long history dating back to Bush (1986) who in 1945 imagined his Memex system as building information trails between ideas. However, it was not until the mid 1980s that technology caught up with the theory and hypermedia came of age. The evaluation of hypermedia documents is still in its infancy and design standards are still being formlulated. Social acceptability and usability will be of major concern in the evaluation process of hypermedia. Therefore this study needed to investigate whether this medium of presentation is socially acceptable to teachers? Advances in Information Technology (IT), both in hardware and software in the last few years have brought the potential of hypermedia to the personal computer (PC). Information, be it text, sound, graphics or video, or a mixture of these, can now be presented on the same screen and the movement between screens can be seamless. The movement between screens is no longer limited to sequential movement as it is when the information is presented in a hard copy form, but can be randomly accessed. This access allows the user to move about the information as they would move about within their own minds, that is, by association. Already commercial hypermedia products are being produced for the education and "leisure" markets. Teachers' work loads are increasing, as they take on more curriculum responsibilities, while at the same time, information is expanding at a rapid rate. The challenge today is to encourage teachers to use new information technology to overcome these problems. However, since their inception into schools fifteen years ago, computers have not delivered the results that had been expected of them. Can the access to hypermedia curriculum documents help teachers to lessen their work load and encourage them to use IT? Firstly, it is important to consider whether curriculum materials for teacher use are suitable for hypermedia presentation. The literature indicated that textual materials that are not meant to be read sequentially like a novel, arc suitable to be presented in hypermedia form. At present, curriculum materials for teachers contain the content in hard copy form but the presentation is lacking in quality. This hard copy material is expensive, hard to correct and slow to update. Hypermedia offers the potential to overcome these limitations and to provide easy access to much more information. This new medium could allow teachers for the first ti.me to truly integrate their teaching programme by enabling them to access multiple curriculum documents. The methodology used in this study was based on two types of descriptive research, survey and correlation methods. The target population for this study was all K-7 teachers using the Western Australia Mathematics syllabus within Western Australia. The instrument was a mailed survey questionnaire that consisted of five parts. The first part consisted of collecting personal data such as age and gender. The second part was the Computer Attitude Scale (CAS), designed by Loyd and Gressard (1984), and was used to measure attitudes towards learning and using computers. The third part consisted of questions that asked teachers for their views and impressions on the social acceptability and utility of the present hard copy. The fourth part consisted of questions on computer experience and use, both in and outside the classroom. The final part consisted questions on the likely acceptance and usefulness of a hypermedia copy of the syllabus. This study found that the likely medium-based anxiety for this type of application is low for the teachers sampled, with 70 percent indicating that they were likely to accept this type of application. The findings indicated that the acceptance rate increased as the teachers' positive attitude towards computers increased. Teachers that rated themselves competent at using a computer were also more likely to accept this type of application. Time spent using a computer at school showed that teachers who frequently use them at least several times a week were more likely to accept this type of application. The study also found that the majority of teachers sampled considered the ability to link the syllabus to other teaching material was very useful. Many of the problems identified by the teachers sampled concerning the usability of the present hard copy could be overcome using a hypermedia version.
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Bichel, Michael. "En studie av läroböckers implementering av kursplanernas vardagslivsrelaterade anvisningar via textuppgifter." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26552.

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Since the textbook has a prominent role in Swedish mathematics education it is of importance that textbooks has a focus on everyday life application that matches the requirements of the syllabuses and provide examples of practical usage of mathematics. The purpose of this qualitative case study of four randomly chosen textbooks in mathematics for the ninth grade, published during the 60s, 70s, 80s and 90s, from which a stratified random sample of word problems has been drawn, is to study the prevalence of word problems related to everyday life as well as to see how much of the everyday life related instructions in the syllabuses these textbooks implement. The result shows that the proportion of exercises that is made up from word problems has increased steadily from the 1960s to the 1990s in the textbooks that were analysed and at the same time has the proportion of exercises related to everyday life among the word problems decreased. The overarching impression regarding instructions related to everyday life in the syllabuses is that rather few of them have been implemented via word problems.
Då läroboken har en dominerande roll i den svenska matematikundervisningen är det av vikt att dessa böcker har ett fokus på vardagslivskopplingen som motsvarar budskapet i kursplanerna samt ger eleverna exempel på matematikens vardagliga tillämpningsområden. Syftet med denna kvalitativa fallstudie av fyra slumpmässigt valda läroböcker i matematik för årskurs 9, utgivna under 60-, 70-, 80- och 90-talet, ur vilka ett stratifierat slumpmässigt urval av textuppgifter dragits, är att studera förekomsten av vardagsrelaterade textuppgifter samt hur läroböckerna uppfyller anvisningarna i kursplanerna rörande den vardagslivsrelaterade kopplingen. Resultatet visar att andelen uppgifter som utgörs av textuppgifter har ökat stadigt från 60- till 90-talet i de studerade läroböckerna samtidigt som de vardagsrelaterade uppgifternas andel av textuppgifterna har minskat. Beträffande kursplanernas anvisningar är det övergripande intrycket att tämligen lite har implementerats via textuppgifterna.
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Rohlin, Emma, and Julia Österholm. "Matematik, språk och läroplaner: En kritisk diskursanalys." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33498.

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The purpose of this study is to examine discursive change regarding mathematics and language in the Swedish primary school curriculums. The study analyzes pedagogical discourses represented within the curriculums and how they represent different pedagogical theories in relation to discursive and social practice. The analysis shows a change towards a more language oriented curriculum discourse in mathematics which still carries an intertextual and discursive heritage from the prior curriculums. In relation to the early curriculums of the Swedish primary schools the former explicit differentiation of students becomes implicit as the language skills become of increasingly importance.
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Ribeiro, Luciane Nunes. "Uma análise do movimento de constituição da ementa da disciplina de álgebra linear na licenciatura em matemática." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9051.

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This research analyzes the constitution's movements of the University in Europe and in Brazil; the creation of Mathematics’ first course in Brazil; the constitution of the contents which make up the Linear Algebra discipline syllabus and, finally, its current discipline syllabus in the presential courses in Mathematics Degree of the Brazilian Federal Universities. The purpose of the mentioned analysis is to answer the following research question: how did occur the contents' constitution that compose the syllabus of Linear Algebra in Mathematics degrees of Brazilian Federal Universities? In order to reach this objective, the bibliographical and documentary study were used as methodology, especially classical, history and yearbooks, legislation and the syllabus. The theoretical reference is based on Historical-Cultural Theory assumptions, which is scientific, but also political (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), through the study of logical- historical movement – defended by Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – of Algebra Linear discipline constitution, according to Pires, 2006; Dorier, 2000, Silva, 2003; Moore, 1995. It was necessary to understand the reasons of its inclusion in the university context and its contribution to the professional formation of Mathematics teacher, according to Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), among others. It was analyzed 55 Federal Brazilian Universities that offer presential course of Degree in Mathematics. As categories of analysis were stablished the content of syllabus, the workload and the basic bibliographic reference of compulsory discipline of Linear Algebra of these institutions. As more relevant conclusions, it was observed that Linear Algebra began to be developed and taught in Universities to solve practical problems of diverse intellectuals of engineering and exact sciences, and that the transfer of its indexes in an unrelated way may contribute to the difficulties in teaching and learning process present in this discipline.
Matemática das Universidades Federais Brasileiras. O objetivo dessa análise é o de responder à seguinte questão de pesquisa: como se deu a constituição dos conteúdos que compõem a ementa da disciplina de Álgebra Linear nos cursos de Licenciatura em Matemática das Universidades Federais Brasileiras? Para atingir o objetivo, utilizou-se como metodologia o estudo bibliográfico e documental, mormente de obras clássicas, livros de história, anuários, legislação e ementas. O referencial teórico é pautado nos pressupostos da Teoria Histórico-Cultural, que se constitui científica, mas também política (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), mediante o estudo do movimento lógico-histórico – apregoado por Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – de constituição da disciplina de Álgebra Linear (PIRES, 2006; DORIER, 2000, SILVA, 2003; MOORE, 1995). Fez-se necessário compreender o que motivou a sua inserção no contexto universitário e qual a sua contribuição para a formação do professor de Matemática, com base em Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), entre outros. Foram analisadas 55 Universidades Federais Brasileiras que oferecem o curso presencial de Licenciatura em Matemática. Estabeleceram-se como categorias de análise os conteúdos das ementas, a carga horária e a referência bibliográfica básica da disciplina obrigatória de Álgebra Linear oferecida nestas instituições. Como principais conclusões, observou-se que a disciplina de Álgebra Linear começou a ser desenvolvida e ensinada nas Universidades para resolver problemas práticos de diversos intelectuais das engenharias e ciências correlatas, e que o repasse de seus conteúdos de forma desvinculada pode contribuir para as dificuldades do processo de ensino e aprendizagem presentes nessa disciplina.
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Jennings, Trevor Vernon. "An investigation of some differences in A-level mathematics syllabuses in England and Wales." Thesis, Open University, 1996. http://oro.open.ac.uk/54850/.

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At the time when this study began, there were nine boards offering Advanced Level Mathematics syllabuses. Some of the boards offered three,and sometimes four versions of A-level Mathematics. The study looks at these various forms from a number of different standpoints. The first of these is a consideration of the 'readability' of the question papers themselves, using the Cloze Procedure. The data is analysed by a three-way, fully crossed, analysis of variance. The work then moves on to consider the structure of the various papers. It then proceeds to analyse questions from the papers under various headings. The method is a substantial modification of a method used by the GCE examination boards in cross-moderation studies. A questionnaire was developed to explore the opinions of sixth form teachers, regarding the various versions of A-level Mathematics. The opinions of university staff were also sought. The question as to whethersome A-level courses are better preparation for university mathematics courses is addressed. Results of students at A-level and in the first year university mathematics examinations are compared. The students who participated in the 'readability' exercise were also interviewed, after looking at further questions from a selection of A-level Mathematics papers. During the course of this study, a number of boards have started to offer modular, or unit based, courses. This significant development is considered towards the end of the study. Two schools and a sixth form college were visited, each one using a different modular A-level syllabus. An account of the observations is given. The study closes with a discussion of the findings from the various themes and makes suggestions for possible improvements.
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MOREIRA, LUIS EDUARDO FERREIRA B. "THE INFLUENCE OF THE BENJAMIN CONSTANT REFORM IN THE MATHEMATICS SYLLABI OF THE PEDRO II SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35467@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este trabalho visa a estudar a influência da Reforma Benjamin Constant no currículo de matemática do Colégio Pedro II. Benjamin Constant foi professor e Ministro da Instrução, dos Correios e Telégrafos, em 1890-1. Ele quis reformar o ensino brasileiro, desde a escola primária até os cursos superiores. Essa Reforma teve caráter enciclopédico, inchando de conteúdos os programas das disciplinas, sobretudo os de matemática. O Colégio Pedro II foi criado em 1837-8 para servir de modelo ao ensino secundário brasileiro, que se caracterizou por dirigir-se à elite socioeconômica; na prática, o Colégio não correspondeu bem à expectativa inicial. A Reforma alterou os programas de matemática do Colégio; dentre outras modificações, introduziu neles, a partir de 1895, noções de cálculo diferencial e integral. Para analisar a influência da Reforma nos mencionados programas, o trabalho compara os currículos vigentes de 1880 a 1890 aos posteriores (1890- 1900). As bases teórico-metodológicas da pesquisa são Ivor Goodson e Jean- François Sirinelli. O trabalho visa, ainda, a caracterizar Benjamin Constant como intelectual e a examinar se e como esse seu status teria influído na Reforma. A pesquisa usa numerosos documentos: atos normativos (como os decretos que instituíram reformas educacionais no Império e no início da República), documentos curriculares (programas de matemática do Colégio Pedro II) e documentos produzidos pelo próprio B. Constant.
This paper intends to study the influence of the Benjamin Constant Reform in the Mathematics curriculum of the Pedro II School. Benjamin Constant was a Mathematics teacher and the Head of the Instruction, Mail and Telegraph Ministry (1890-1). He intended to reform all levels of Brazilian education and decreed the Reform named after him. The Reform had an encyclopedic nature, inflating the content of the programs for each subject, especially the one for Mathematics. The Pedro II School was founded in 1837-8 to serve as a model for Brazilian secondary education, which was characterized as targeted to the social/economical elite; however, the School does not seem to have fulfilled the initial expectations. The Reform altered the Mathematics syllabus of the Pedro II School; among other changes, it added, from 1895 on, notions of differential and integral calculus. To analyze the influence of the Reform in the aforementioned syllabi, this paper compares the Mathematics curriculum in use in 1880-1890 to the ones used later on (1890-1900). The theoretical and methodological bases for this research were Ivor Goodson and Jean-François Sirinelli. The paper also aims to establish Benjamin Constant as an intellectual, and to examine if and how this status would have affected the Reform. The research uses several documents: normative acts (such as the decrees that established educational reforms in Brazil, during the Empire and in the early Republic), curriculum documents (Mathematics syllabi of the Pedro II School in the 1880-1900 period) and documents produced by B. Constant himself.
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Flygare, Malin. "Grundskolans nya kursplan för matematik : en jämförande analys av den nu rådande och den kommande kursplanen för matematik." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8875.

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The purpose of this study has been to compare the present with the future syllabus of mathematics. With a text analytical approach has questions about how the structure is different, how the look at knowledge has changed and which learning theory that characterizes the two syllabus been answered. As a theoretical framework I adopt three different learning theories, behaviourism, cognitivism and the socio-cultural perspective. The pervious research I have looked at is the concept of knowledge an the underlying theories to previous curriculum. During the increase results in the greatest difference seen in the structure. The next syllabus structure is based on one level as opposed to before when it was built on two levels of objectives, which makes the upcoming syllabus clearer and more concrete than the current syllabus in mathematics.
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Books on the topic "Mathematics syllabus"

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University of the State of New York. Bureau of Mathematics Education. Mathematics 8 syllabus. Albany, N.Y: University of the State of New York, the State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1988.

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University of the State of New York. Bureau of Mathematics Education. Mathematics 7 syllabus. Albany, N.Y: University of the State of New York, the State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1986.

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University of the State of New York. Bureau of Mathematics Education. Mathematics 7 syllabus. Albany, N.Y: University of the State of New York, State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1991.

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Board, University of London School Examinations. Mathematics syllabus B. London: School Examinations Board, University ofLondon, 1990.

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New syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2008.

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New syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2008.

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Teh, Keng Seng. New syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2007.

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Bizony, M. T. Mathematics (advanced level): Syllabus B. London: Vision, 1987.

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editor, Wong Khoon Yoong, Ong Fui Foon, Parker Thomas H, Parker Thomas H, Marshall Cavendish Education, and Singapore Math Inc, eds. New elementary mathematics, syllabus D. Singapore: Marshall Cavendish Education, 2010.

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Yee, Loh Cheng, and Yeap Ban Har 1968-, eds. New syllabus additional mathematics: [Textbook]. 8th ed. Singapore: Shinglee Publishers, 2007.

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Book chapters on the topic "Mathematics syllabus"

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de Souza, Paulo Ney, and Jorge-Nuno Silva. "The Syllabus." In Berkeley Problems in Mathematics, 523–24. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4684-9294-1_17.

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Oller-Marcén, Antonio M. "The Transition to Modern Mathematics in Spanish Primary Education: The 1965 Syllabus." In International Studies in the History of Mathematics and its Teaching, 171–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95235-8_7.

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Bollhöfer, Matthias, and Volker Mehrmann. "Empfohlener Syllabus." In Numerische Mathematik, 273–74. Wiesbaden: Vieweg+Teubner Verlag, 2004. http://dx.doi.org/10.1007/978-3-322-80242-2_18.

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Davis, Philip J., Reuben Hersh, and Elena Anne Marchisotto. "Sample Syllabus." In The Companion Guide to the Mathematical Experience, 75–86. Boston, MA: Birkhäuser Boston, 1995. http://dx.doi.org/10.1007/978-1-4612-4280-2_11.

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Huang, Jian, Xiaoli Lu, and Binyan Xu. "The Historical Development of Mathematical Modelling in Mathematics Curricular Standards/Syllabi in China." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 177–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_15.

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Kelton, Suzanne. "Course Policies, Philosophies, and Syllabi." In A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom, 17–46. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000044-2.

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"Connecting the syllabus." In Adapting and Extending Secondary Mathematics Activities, 133–46. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203462386-14.

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Højgaard, Tomas. "University Mathematics-Laden Education, Competencies and the Fighting of Syllabusitis." In Active Learning [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97692.

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Syllabusitis is a name for a disease that consists of identifying the mastering of a subject with proficiency related to a syllabus. In this chapter I argue that using a set of mathematical competencies as the hub of mathematics-laden education can be a means to fight syllabusitis. The introduction and thorough exemplification of this idea was the main outcome of the Danish KOM Project. Furthermore, a two-dimensional structuring of the relation between subject specific competencies and subject matter was suggested. As the analytic core of this chapter I argue that such a two-dimensional structure has proven to be a crucial element when attempting to put the competency idea into educational practice, and exemplify how that can be done when it comes to mathematics-laden education at university level.
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Growney, JoAnne. "Counting Syllables, Shaping Poems: Reflections." In Mathematics Online First Collections. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/16618_2020_32.

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Prytz, Johan. "Algebra in Swedish mathematics curricula (1930-2000)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 1–14. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.01.

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This paper can be seen as an overview concerning algebra in the Swedish mathematics curricula in the period of 1930-2000; the prescribed content of the algebra teaching is described and the basic ideas about how to teach algebra. The analysis is, however, focused on how the syllabi and commentary materials gave teachers more or less freedom to plan and carry out their teaching. The analysis is based on Basil Bernstein’s concepts of classification and framing.
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Conference papers on the topic "Mathematics syllabus"

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Estepa, Antonio. "The training of primary school teachers in stochastics and in stochastic education in Europe." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.

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In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.
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North, Delia, and Jackie Scheiber. "Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08704.

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A new school curriculum, with substantial statistics content at all levels, is currently being phased in throughout South Africa. This paper focuses on a government roll-out plan that aims to upgrade the knowledge of in-service teachers in order to empower them to successfully engage with the statistics content of the new school syllabus.
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Rodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.

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Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.
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Afamasaga-Fuata’i, Karoline, and Chris Reading. "Using concept maps to assess pre-service teachers’ understanding of connections between statistical concepts." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07901.

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Concept maps are powerful tools for representing understanding of a concept. After designing a teaching sequence for the statistics content of a senior secondary mathematics syllabus, pre- service teachers were asked to prepare a concept map to demonstrate their understanding of the connection between the different concepts that had been included in the sequence. The concept maps prepared by the pre-service teachers were analysed in relation to what connections were made and the quality of the connecting statements. Results showed that these pre-service teachers had very different perceptions of the connections between the basic statistical concepts. Drawing the concept maps assisted the pre-service teachers to consider the concepts at a meta-level. How the concepts maps might be used as a tool for aiding the planning of learning sequences is worthy of investigation.
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Guerra, Paula Patricia, Viviana González, Woong Lim, and Rafael Méndez Romero. "Secondary math methods syllabi across cultures." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-58.

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Łyko, Janusz. "MODIFICATIONS OF BASIC CURRICULUM IN MATHEMATICS AT SECONDARY SCHOOLS INFLUENCING ACADEMIC SYLLABI IN POLAND." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1330.

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Boeck, Claire. "The Discourse of the Good Student in Mathematics Syllabi: Implications for Instructor Messages and Equity." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884318.

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Ponciano, Lesandro. "HCI Support Card: Creating and Using a Support Card for Education in Human-Computer Interaction." In XVIII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/ihc.2019.8409.

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Support cards summarise a set of core information about a subject. The periodic table of chemical elements and the mathematical tables are well-known examples of support cards for didactic purposes. Technology professionals also use support cards for recalling information such as syntactic details of programming languages or harmonic colour palettes for designing user interfaces. While support cards have proved useful in many contexts, little is known about its didactic use in the Human-Computer Interaction (HCI) field. To fill this gap, this study proposes and evaluates a process for creating and using an HCI support card. The process considers the interdisciplinary nature of the field, covering the syllabus, curriculum, textbooks, and students’ perception about HCI topics. The evaluation is based on case studies of creating and using a card during a semester in two undergraduate courses: Software Engineering and Information Systems. Results show that a support card can help students in following the lessons, remembering and integrating the different topics studied in the classroom. The card guides the students in building their cognitive maps, mind maps, and concept maps to study human-computer interaction. It fosters students’ curiosity and permanent engagement with the HCI topics. The card usefulness goes beyond the HCI classroom, being also used by students in their professional activities and other academic disciplines, fostering an interdisciplinary application of HCI topics.
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Talpasanu, Ilie, and Stephen Chomyszak. "Kinematic Analysis of 3D Printing Mechanisms." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-48071.

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The paper presents a novel technique for the kinematic analysis of a geared mechanism manufactured through 3D printing technology. In the syllabus of the undergraduate 3D Printing course, one of the student projects is to manufacture a spur Norton type gear box which includes a planetary mechanism for engaging its three planets, thus three output velocities for the gear box are obtained. The connected elements (carriers, gears, planets) are fabricated without any involvement of assembly operation. At the prototype stage, a CAD model of the mechanism is created and a search for abilities and limitations of the mechanism are required. The analysis of abilities of motion includes determination of mechanism mobility (DOF). A step by step simple technique is presented for determination of the rank for the matrix of coefficients from the kinematic equations. Thus, the DOF is the difference between the number columns and the rank previously determined. The steps required in the analysis are: numbering of links and joints, graph attached to mechanism, matrix of incidence cycles-nodes in graph, and determination of its rank by using Mathematica commands. For the set of base cycles are automatically generated independent scalar equations. The matrix, denoted velocity matroidal, has the coefficients for the mechanism’s unknown absolute angular velocities-determined based on an analogy to a system of parallel forces from static equilibrium, angular velocities being considered analog to the “forces“. The relations between the input-output links’ absolute angular velocities are determined. The coefficients in the kinematic equations for velocities are written as function of gear ratios. The number of gear teeth can be selected also for the desired input-output speed ratios.
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Caredda, Carla, and Maria Puxeddu. "The Classic Definition of Probability and Fractions: Difficulties and Possibilities as the Primary School Level." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93103.

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The concept of fraction represents, a moment of difficulty both for teachers, from which it requires adequate teaching abilities, and for children, who must be highly motivated to understand it. It is not rash to state that even the scholastic stages following the primary school level the approach to fractions requires special attention of the part of teachers and students. Fractional notation expresses different "mathematical moments" which obviously go beyond the traditional teaching concept of the whole to the part. The educative process at the primary school level traditionally starts from this approach and with this content, with the idea of latest broadening its fields of application. in some of these the same notation is subsequently used, In Italian primary school syllabuses for 1985, the girls outlined for the first cycle (first and second years) call explicitly for the use of the fraction symbol in the classic terms of the concept of whole/part: "... with the aid of an adequate number of objects, calculate the reciprocal connection double/ha.f, triple/thrid, quadruple/fourth, and so on..." Amount the goals of the second cycle (3rd, 4th and 5th years) pupils must: "... find the fractions representing parts of suitable geometrical figures, set of objects or numbers; conversely, given a fraction, find the corresponding part in appropriate geometric figures, set of objects or numbers, paying special attention to decimal places. Compare and out in order the simplest fractions, using properly the number-line...".
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