Dissertations / Theses on the topic 'Maths'
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Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
Full textJordan, S. A. "Mathematical competencies in children with specific maths, reading and comorbid maths and reading difficulty." Thesis, Queen Mary, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501291.
Full textWebb, Paul, and Pam Austin. "Family Maths and Complexity Theory." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81109.
Full textAshley, Diane. "CBL aids in maths/OR /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/ashley.pdf.
Full textTyndale-Biscoe, Jane. "Young pupils experiencing difficulty with maths : an exploration of their perceptions of maths and an evaluation of the impact of a key stage one maths intervention." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550451.
Full textMoloko, Oarabile Hope. "FireFly: A Bayesian Approach to Source Finding in Astronomical Data." Master's thesis, Faculty of Science, 2019. https://hdl.handle.net/11427/31797.
Full textMéndez, Isla Miguel Alfonso. "Dark matter searches with cosmic-ray detectors and the Square Kilometre Array." Doctoral thesis, Faculty of Science, 2020. http://hdl.handle.net/11427/32379.
Full textCAPOZUCCA, ANDREA. "Public engagement, storytelling and complexity in maths communication." Doctoral thesis, Urbino, 2018. http://hdl.handle.net/11576/2656845.
Full textEvangelopoulou, Polyxeni. "A case study on Maths Dance : The impact of integrating dance and movement in maths teaching and learning in preschool and primary school settings." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117682.
Full textChristian, Murray. "Constant Mean Curvature 1/2 Surfaces in H2 × R." Doctoral thesis, Faculty of Science, 2019. http://hdl.handle.net/11427/31318.
Full textKandhai, Sulona. "Investigating the parameter space of viable models for f(R) gravity." Doctoral thesis, Faculty of Science, 2019. http://hdl.handle.net/11427/31181.
Full textBarham, Jo. "Do I count? : conversation analysis of young children's maths talk." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549450.
Full textNeovius, Sofia. "Consistency and Quality Control : Differences and similarities regarding exam task constructionand syllabus content between IB Maths SL and Maths 1-4 atthe Swedish Natural Sciences Programme." Thesis, Uppsala universitet, Matematiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294903.
Full textPanayides, Panayiotis. "Exploring the reasons for aberrant response patterns in classroom maths tests." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2042/.
Full textFabian, Ma Khristin. "Maths and mobile technologies : effects on students' attitudes, engagement and achievement." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/9e03bf28-d631-476a-932b-e29a298c406a.
Full textWalker, Emma. "Understanding the role of metacognition and working memory in maths achievement." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/358501/.
Full textDavies, Lucy Charlotte. "Stereotype threat : the role of question type in female maths performance." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5745/.
Full textTomlin, Alison. "Participatory approaches to work with adult basic mathematics students." Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/participatory-approaches-to-work-with-adult-basic-mathematics-students(52996d96-6339-4433-a963-476bc57bf169).html.
Full textDugmore, Brett. "A framework for homotopy theory and differential geometry in the category of Frölicher spaces." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/22698.
Full textKhoury, Gholam Ghada. "Strategies and errors in secondary mathematics : raising pupils' levels of thinking in geometry (measurement) through intervention." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300590.
Full textBrown, Christopher. "Exploring the effects of an obstruction on the evolution of the Rayleigh-Taylor instability." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277820.
Full textBloniewski, Tomasz. "Refining the 'maths anxiety' phenotype using cognitive, neuroscientific, and behavioural genetic approaches." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/24286/.
Full textBatashvili, Michael. "The electrophysiological correlates of maths anxiety : exploring the role of gamma activity." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/618739.
Full textCooper, S. J. "An exploratory evaluation of a paired maths intervention with secondary aged pupils." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/36296/.
Full textBritz, Katarina. "Power constructs and propositional systems." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9053.
Full textPropositional systems are deductively closed sets of sentences phrased in the language of some propositional logic. The set of systems of a given logic is turned into an algebra by endowing it with a number of operations, and into a relational structure by endowing it with a number of relations. Certain operations and relations on systems arise from some corresponding base operation or relation, either on sentences in the logic or on propositional valuations. These operations and relations on systems are called power constructs. The aim of this thesis is to investigate the use of power constructs in propositional systems. Some operations and relations on systems that arise as power constructs include the Tarskian addition and product operations, the contraction and revision operations of theory change, certain multiple- conclusion consequence relations, and certain relations of verisimilitude and simulation. The logical framework for this investigation is provided by the definition and comparison of a number of multiple-conclusion logics, including a paraconsistent three-valued logic of partial knowledge.
Murugan, Jeffrey. "Geometrical and nonperturbative aspects of low dimensional field theories." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7681.
Full textWe present a collection of results on solitons in low-dimensional classical field theory. We begin by reviewing the geometrical setting of he nonlinear ơ-model and demonstrate the integrability of the theory in two-dimensions on a symmetric target manifold. After reviewing the construction of soliton solutions in the 0(3) ơ-model we consider a class of gauged nonlinear ơ-models on two-dimensional axially-symmetric target spaces. We show that, for a certain choice of self-interaction, these models are all self-dual and analyze the resulting Bogomol'nyi equations in the BPS limit using techniques from dynamical systems theory. Our analysis is then extended to topologically massive gauge fields. We conclude with a deviation into exploring links between four-dimensional self-dual Yang-Mills equations and various lower-dimensional field theories. In particular, we show that at the level of equations of motion, the Euclidean Yang-Mills equations in light-cone coordinates reduce to the two-dimensional nonlinear ơ-model.
Newling, James. "Novel methods of supernova classification and type probability estimation." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11174.
Full textMereku, Kofi Damian. "A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/698/.
Full textMurphy, Carol Marjorie. ""We are the maths people, aren't we?" : young children's talk in learning mathematics." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13857.
Full textBlair, Andrew Ian. "Learning mathematics through inquiry : the relationship between induction and deduction in Inquiry Maths." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/learning-mathematics-through-inquiry(c6ccc173-5759-4898-9e6d-9234786e3fb0).html.
Full textPausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.
Full textKurt, William C. "Talks in Maths| Visualizing Repetition in Text and the Fractal Nature of Lyrical Verse." Thesis, University of Nevada, Reno, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1565835.
Full textUsing the techniques of Natural Language Processing (NLP), the repetition in the structure of lyrical verse (song lyrics and poetry) can be visualized by comparing the cosine similarity between each line in a given document. This visualization allows novel insight into the structure of repetition in lyrical verse, allows for the ability to see how this repetition can shape the structure of a poem or song, as well as providing a deeper understanding of how the repetition in lyrical works is generated. The key insight arrived at within this work, made clear through this visualization technique, is that the structure of dense repetition in lyrical verse is often fractal in nature. The fractal nature of song lyrics is explored and measured using the mass dimension. Ultimately this leads to a deep insight into the way fractals drive the aesthetic properties of poetry and song lyrics.
Hole, L. "Microcomputer-based diagnostic interviews in mathematics." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382518.
Full textTee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.
Full textPotari, Despina. "Learning approaches in mathematics." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/12130.
Full textLucock, Ricky. "Pupils learning mathematics : beliefs and attitudes." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/844414/.
Full textCavallaro, Massimo. "Towards large deviations in stochastic systems with memory." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/18420.
Full textRees, Ceri. "Does provision management improve outcomes for pupils with additional learning needs in spelling, reading and maths?" Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/69212/.
Full textVasey, Jocelyn Margot, and n/a. "Sex differences in parent and student attitudes towards mathematics before and after involvement in a family maths program." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.171039.
Full textLennartson, Agneta. "”Matematik finns överallt och ingenstans” : Med fokus på pedagogernas arbete." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32584.
Full textSyftet är att ta reda på hur pedagogerna omsätter kunskapen från matematikpiloterna i förskolan och från matematikutvecklaren i kommunen samt hur pedagogerna arbetar vidare gentemot barnen med matematik. Studien bygger på kvalitativa intervjuer med två pedagoger, en matematikpilot och en matematikutvecklare. Jag använde mig av halvstrukturerade intervjufrågor. Av resultaten framgår att pedagogerna anser att matematikpiloterna ska inspirera pedagogerna i deras arbete med matematik i förskolan. En av pedagogerna som intervjuades sa: ”Matematikpiloterna ska vara de som har de starkare glasögonen på sig och som kommer med nya idéer och pushar på de övriga pedagogerna i deras arbete med matematik gentemot barnen i förskolan”. Pedagogerna använder de rätta benämningarna för de matematiska begreppen till barnen. De betonar också hur viktigt det är att poängtera för barnen att det är matematik som de håller på med. Slutsatsen av studien är att pedagogerna är ense om att det är deras förhållningssätt till barnen som är viktig och hur de kan leda barnens intresse framåt för matematik. Att få in matematik i vardagen var något som pedagogerna ansåg viktigt. Att matematik finns överallt i vardagen och inte alltid behöver vara en planerad aktivitet, var pedagogerna överrens om.
Pausigere, Peter. "CHALLENGES AND POSSIBILITIES IN EMERGENCY EDUCATION: INSIGHTS FOR MATHS TEACHING AND LEARNING AT A JOHANNESBURG REFUGEE SCHOOL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82956.
Full textAustin, Pamela Winifred. "The family maths programme: facilitators' ability to implement inquiry-based teaching and learning with learners and parents." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/471.
Full textHebe, Gasenakeletso Ennie. "Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.
Full textAlhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.
Full textDaly-Smith, Andrew, M. Hobbs, J. L. Morris, M. A. Defeyter, G. K. Resaland, and J. McKenna. "Moderate-to-vigorous physical activity in primary school children: inactive lessons are dominated by maths and English." MDPI, 2021. http://hdl.handle.net/10454/18366.
Full textBackground: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.
This research was funded by Redcar and Cleveland Borough Council.
von, Witt Nathalia. "Codeswitching online: a case study of a bilingual online maths programme for grade 7 learners in Diepsloot, Johannesburg." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/3983.
Full textVetter, Melanie. "The Effect of Physical Activity on Learning and Academic Achievement in Primary School Children." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23640.
Full textFleming, Hannah. ""What if I get it wrong?" : a psycho-social enquiry into SENCOs' experiences of learning, doing and teaching maths." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17739/.
Full textDodd, Mary Delene. "The influence of previous understanding and relative confidence on adult maths learning : building adult understanding on a brownfield site." Thesis, Open University, 2012. http://oro.open.ac.uk/49111/.
Full textWarrington, P. "Teaching and learning practices and reported experiences of teachers and students in high, middle and low ability maths classes." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1575475/.
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