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Dissertations / Theses on the topic 'Primary Mathematics Curriculum'
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1
Sangster, Margaret. "An exploration of pattern in primary school mathematics." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.
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Kyriakidēs, Leōnidas. "Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/36105/.
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The thesis reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in Mathematics. Questionnaires were sent to three samples of teachers: a 10% sample of Cypriot teachers randomly selected from the total population (n=257); all teachers in five primary schools (n=51); all beginning teachers (n=123). The latter sample was compared with a sample of English beginning teachers. A response rate of 70% was obtained and statistical analysis was carried out by SPSS-X. Semi-structured interviews were conducted with 20 teachers, mainly as a form of triangulation. There were seven main findings. First, curricular purposes concerning pupils' ability to solve investigations, and to gain mathematical knowledge were seen as equally important; and ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least importance. Third, teachers agreed with active pedagogy and with the application of mathematics to other subjects. Fourth, they conceptualised assessment as natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, classroom organisation rarely met policy requirements for a balance of whole class, group and individual activities. Sixth, cluster analysis revealed the absence of a collective professional view of the process of curriculum change. Seventh, statistically significant differences in perceptions were associated with characteristics of the class taught but there was no whole school effect. Other influences on perceptions were professional and political. Implications for the implementation of curriculum policy in Cyprus are discussed drawing on the theories of Nias and Fullan. It is argued that a revised policy, emphasising teacher participation and school-based development is needed and this would require a new conception of teacher professionalism. A heuristic model of curriculum change and a short term strategy for curriculum change are outlined.
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Nivens, Ryan Andrew, Lori Turner Meier, Michael Brikell, and Edward C. Dwyer. "Integrating Mathematics and Reading Fluency Instruction in the Primary Grades." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/297.
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The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children's literature. In addition, students produce an audio compact disk and engage in performance reading in a readers' theater ormat with stick puppets. The strategies presented can be adapted in a variety of learning environments.
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Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.
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Thesis (PhD)-- Stellenbosch University, 2013.ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through this incorporation: active students, differentiation, mathematisation, vertically aligned lessons, access, probe, connect and assess student thinking, and teacher reflection. These nine practices become the framework for the professional development program and the data generation structure. Five primary school teachers were involved in a professional development program that used model-eliciting activities (MEAs) as a point of departure. A modelling perspective to teacher learning was chosen for the professional development program. The methodology followed the principles of design research and from this, a three phase teaching experiment was designed and implemented. The teachers and researcher met for development sessions and teachers were observed in practice at intervals throughout the program. Their developing didactisation practices were documented through a qualitative analysis of the data. It was established that teachers’ didactisation practices did develop during the nine-month program. Furthermore it was found that didactisation practices developed at different rates and consequently, a hierarchy of didactisation practice development is presented. The impact of the program was also gauged through teachers’ changing resources, goals and orientations. These three aspects also evolved over time. The program proposed in this study may be a suitable model to develop in-service and pre-service mathematics teachers. The study contributes to understanding teacher action in a classroom and how teachers can change their own thinking and practice.
AFRIKAANSE OPSOMMING: Die ontwikkeling van wiskundeonderwysers is ‘n bron van nasionale en internasionale kommer. Hierdie studie beskryf hoe die didaktiseringspraktyke van laerskool wiskundeonderwysers met die oog op optimalisering van leer ontwikkel het. In die bestudering van die ontwikkeling van onderwysers met die oog op optimalisering van leer, is die begrippe didaktisering en die wiskundige werk van onderrig (mathematical work of teaching) nagespoor uit bestaande literatuur. Die begrip didaktisering is deeglik ondersoek, gedefinieer en saamgevoeg met die begrip wiskundige werk van onderrig. Nege praktyke is eksplisiet gemaak deur hierdie inkorperering: aktiewe studente, differensiasie, matematisering, vertikaalgerigte lesse, toegang, indringende ondersoek, gekonnekteerdheid en assessering van studente-denke, en onderwyserrefleksie. Hierdie nege praktyke het die raamwerk gevorm vir die professionele ontwikkelingsprogram en die data genereringstruktuur. Vyf laerskool onderwysers was betrokke in ‘n professionele ontwikkelingsprogram waarin model-ontlokkende aktiwiteite (MOA’s) as ‘n vertrekpunt gebruik is. ‘n Modelleringsperspektief is vir onderwyserleer in die ontwikkelingsprogram gekies. Die metodologie volg die beginsels van ontwerpnavorsing waarna ‘n drie-fase onderrig-eksperiment ontwerp en in werking gestel is. Die navorser en die onderwysers het byeengekom vir ontwikkelingsessies; die onderwysers is op ‘n gereelde basis tydens die program besoek om hul onderwyspraktyk waar te neem. Hul ontwikkelende didaktiseringspraktyke is gedokumenteer en die data is kwalitatief geanaliseer. Onderwysers se didaktiseringspraktyke het wel gedurende die negemaande program ontwikkeling getoon. Hierdie didaktiseringspraktyke het egter teen verskillende tempo’s ontwikkel en daarom kon ‘n hierargie van die ontwikkeling van didaktiseringspraktyke saamgestel word. Die impak van hierdie program op onderwysers se veranderende hulpbronne, doelstellings en oriëntasies is ook gemeet. Die drie aspekte het in hierdie nege maande verder ontwikkel. Die voorgestelde program in hierdie studie mag moontlik ‘n gepaste model wees om indiens en voornemende wiskundeonderwysers te ontwikkel. Die studie lewer ‘n bydrae tot ‘n beter begrip van onderwyserhandelinge in ‘n klaskamer, asook hoe onderwysers hul eie denke en praktyke kan verander.
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Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.
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In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the
Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics
Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking
his involvement in a project aimed to assist teachers at the school with their
mathematics teaching. In addition to the planned involvement in 1987 of this
mathematics educator, the school was also to be a pilot school for the trialling of a
strand of the New South Wales Education Department's Draft Mathematics Curriculum
and a participating school in the numeracy component of the federal government's
Basic Learning in Primary Schools program.
This study documents the mathematics education activities which involved Junee
Primary School teachers in 1987. It focuses on the RMIHE involvement in the school
but considers this in the context of broader mathematics curriculum activity. The
process of change is described within a theoretical framework derived from a review
of relevant literature.
The research methodology employed is fundamentally ethnographic and relies on the
collection of qualitative data to derive descriptions of people and events. The data
analysis relates to curriculum change, the role of the change agent and the role of
mathematics educators in school mathematics programs. A discussion of outcomes
highlights the strengths of an approach to curriculum change which had its genesis in
the school rather than in some external agency. The generation of problems and issues
and the resolution of these are features of the analysis which tracks the progress
towards professional development autonomy of one group of teachers.
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Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.
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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the Calculators in Primary Mathematics research program and were committed to the use of calculators in their mathematics program.
A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings.
An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom.
Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in Mathematics in the National Curriculum (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.
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Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
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Alawadhi, Nabil. "The impact of computer use in the development of mathematics teaching in primary education." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5829.
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The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almost all scores. Thus, improving mathematics education in Kuwait is an issue of serious concern. This research focuses on the question of whether mathematics teaching and learning in Kuwaiti primary schools (grade 4) can be improved through the use of computer-based tools for practice drills and constructive mathematics play. An observational intervention was used in a classroom of 24 children, where students took a pre-test for mathematics achievement, then engaged in a series of exercises through the term and were retested at the end of the term. This was accompanied by a series of in-services and teacher interviews that were conducted within the school, in order to discover attitudes about mathematics teaching and learning and to train teachers in the suggested approaches and techniques. A combined qualitative and quantitative approach included analysis of test scores and interviews with teachers and students. The overall outcomes of the study did show a slight increase in mathematics achievement scores. However, more importantly it showed an improvement in children's and teacher's attitudes to mathematics learning related to the introduction of constructive play activities (derived from the Cambridge University N-RICH program and selected for students based on level of achievement) Overall, the importance of this study is that it provides pragmatic information for Kuwaiti teachers and curriculum designers on improving mathematics teaching and learning.
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Morgan, Geoffrey Robert. "An analysis of the nature and function of mental computation in primary mathematics curricula." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16011/.
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This study was conducted to analyse aspects of mental computation within primary school mathematics curricula and to formulate recommendations to inform future revisions to the Number strand of mathematics syllabuses for primary schools. The analyses were undertaken from past, contemporary, and futures perspectives. Although this study had syllabus development in Queensland as a prime focus, its findings and recommendations have an international applicability.
Little has been documented in relation to the nature and role of mental computation in mathematics curricula in Australia (McIntosh, Bana, & Farrell, 1995,p. 2), despite an international resurgence of interest by mathematics educators. This resurgence has arisen from a recognition that computing mentally remains a viable computational alternative in a technological age, and that the development of mental procedures contributes to the formation of powerful mathematical thinking
strategies (R. E. Reys, 1992, p. 63). The emphasis needs to be placed upon the mental processes involved, and it is this which distinguishes mental computation from mental arithmetic, as defined in this study. Traditionally, the latter has been
concerned with speed and accuracy rather than with the mental strategies used to arrive at the correct answers.
In Australia, the place of mental computation in mathematics curricula is only beginning to be seriously considered. Little attention has been given to teaching, as opposed to testing, mental computation. Additionally, such attention has
predominantly been confined to those calculations needed to be performed mentally to enable the efficient use of the conventional written algorithms. Teachers are inclined to associate mental computation with isolated facts, most commonly the basic ones, rather than with the interrelationships between numbers and the methods used to calculate. To enhance the use of mental computation and to achieve an improvement in performance levels, children need to be encouraged to value all methods of computation, and to place a priority on mental procedures. This requires that teachers be encouraged to change the way in which they view
mental computation. An outcome of this study is to provide the background and recommendations for this to occur.
The mathematics education literature of relevance to mental computation was analysed, and its nature and function, together with the approaches to teaching, under each of the Queensland mathematics syllabuses from 1860 to 1997 were documented. Three distinct time-periods were analysed: 1860-1965, 1966-1987, and post-1987. The first of these was characterised by syllabuses which included specific references to calculating mentally. To provide insights into the current status of mental computation in Queensland primary schools, a survey of a
representative sample of teachers and administrators was undertaken. The statements in the postal, self-completion opinionnaire were based on data from the literature review. This study, therefore, has significance for Queensland educational history, curriculum development, and pedagogy.
The review of mental computation research indicated that the development of flexible mental strategies is influenced by the order in which mental and written techniques are introduced. Therefore, the traditional written-mental sequence needs to be reevaluated. As a contribution to this reevaluation, this study presents a mental-written sequence for introducing each of the four operations. However,
findings from the survey of Queensland school personnel revealed that a majority disagreed with the proposition that an emphasis on written algorithms should be delayed to allow increased attention on mental computation. Hence, for this
sequence to be successfully introduced, much professional debate and experimentation needs to occur to demonstrate its efficacy to teachers.
Of significance to the development of efficient mental techniques is the way in which mental computation is taught. R. E. Reys, B. J. Reys, Nohda, and Emori (1995, p. 305) have suggested that there are two broad approaches to teaching
mental computation,,Ya behaviourist approach and a constructivist approach. The former views mental computation as a basic skill and is considered an essential prerequisite to written computation, with proficiency gained through direct teaching. In contrast, the constructivist approach contends that mental computation is a
process of higher-order thinking in which the act of generating and applying mental strategies is significant for an individual's mathematical development. Nonetheless, this study has concluded that there may be a place for the direct teaching of selected mental strategies. To support syllabus development, a sequence of mental strategies appropriate for focussed teaching for each of the four operations has
been delineated.
The implications for teachers with respect to these recommendations are discussed. Their implementation has the potential to severely threaten many teachersf sense of efficacy. To support the changed approach to developing
competence with mental computation, aspects requiring further theoretical and empirical investigation are also outlined.
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Long, Caroline. "A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13506.
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Bibliography: p. 101-107.This research project focuses on the "new primary mathematics" curriculum that has been implemented in the schools in the Western Cape over the past six years. The specific question I addressed was, 'What access do teachers have to the regulating principles underpinning the 'new primary mathematics' curriculum". The term "regulating principles" is drawn from the work of Paul Dowling (1993;98). In terms of this research, the regulating principles are the theoretical underpinnings to the new curriculum, which include substantially a theory of learning. I explore access to the regulating principles through semi-structured interviews with six teachers, who have implemented this new approach with different degrees of success, as measured in their own terms. I also investigate the official Teachers' Guide for Mathematics (Cape Education Department, 1993) for explicitness of theoretical underpinnings. An analysis of the teachers' guide indicated that the regulatory principles were not made explicit and the research indicates that the teachers in my sample have restricted access to these principles. I conclude that teachers who have little access to the regulating principles are constructed as a subordinate voice in relation to teacher educators, and must of necessity rely on procedure for their practice and be subject to external validation. This raises questions as to the successful implementation of the curriculum, in that it limits access by teachers to the educational debates surrounding theories of knowledge and theories of learning, and so inhibits teacher involvement in curriculum implementation. It also limits the ability of teachers to interrogate their own practice.
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Papadopoulos, Christos. "The use of spreadsheets as a tool for the development of problem solving skills in the mathematics curriculum in a primary school in Cyprus." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/110956/.
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The purpose of this research project is to examine the use of spreadsheets for the development of problem solving skills in primary school pupils. This study is based on the notion that advanced skills of comprehension, reasoning, composition, and experimentation are acquired not through the transmission of facts but through the learner's interaction with content. This constructivist view of learning calls for teaching basic skills within authentic contexts for modelling thought processes. To gather the information 1 needed I worked for three months with a group of 12 pupils (six boys and six girls). A pre-test, a post-test and a post post-test one year later were used to gather quantitative data emerge from the research while I was taking part as a participant observer to record the qualitative data from the research. The statistical analysis was carried out by SPSS-X. Percentages, means, standard deviations and medians were used to illustrate the variables. The Kolmogorov-Smimov test was used for the Inferential Statistical Analysis. The main findings of my research that emerged from the tests the pupils undertake and from my observations during the lessons are: Regarding progress in problem solving ability: Pupils have increased their abilities in problem solving after using a spreadsheet to solve a series of problems. Regarding progress in problem solving ability after one year: Pupils did not increase or decrease their ability in problem solving as emerged from the post post-test. There were no problems of communication between the pupils during their work in the groups while collaborative work enabled pupils to apply facts and skills already acquired; encourage discussion and investigative activity to show that mathematics can be useful, meaningful and valuable. Teacher’s work was more demanding with a major change in his role, from a knowledge dispenser to a facilitator. It is argued that there is an implicit need for curriculum change with the use of problem solving as a cross curriculum object and further, there are implications for the implementation of a general use of computers in primary education.
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Keth, Beverley Dawn. "An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003487.
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The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.
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Corr, Catherine Ann. "Developing understanding and fluency with numbers." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1936.
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This project will provide support for teachers who have solid understanding of math as the goal for the students in their classrooms. Using the district adopted course of study as the foundation, this project will provide a curriculum supplement for the first grade.
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Mereku, 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/.
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The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issues related to the nature, and appropriateness, of the current official primary mathematics curriculum, which was an adaptation of the products of the `new-math' project spearheaded by the West African Regional Mathematics Programme in the 1970s. The study used a range of methods for data collection. These include an extensive content and curriculum analysis of the official primary mathematics curriculum materials, and a questionnaire survey of teachers' coverage of the content and teaching methods prescribed by the official curriculum. The questionnaire survey of teachers' coverage of teaching methods involved the observation of teachers in classroom settings. Tape recordings of lessons and instructions from teacher's handbooks were transcribed to provide both qualitative and quantitative data on classroom practice. The analysis of the curriculum revealed several inefficiencies in the Ghanaian primary mathematics curriculum. Though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analysis indicated that learning/teaching activities that would encourage the use of such teaching skills in the materials were not included. It emerged from the findings that neither what the teachers really taught, nor what the official mathematics curriculum prescribed, was found to be adequate enough to meet the full mathematical needs of pupils. It was found that a very substantial part of the content of the curriculum was taught by the teachers, and both the official curriculum and the teachers, who implement it, emphasised expository teaching methods. It was argued in this light that the low pupils' attainment observed in the subject could not be seen simply as a reflection of the teachers' poor coverage of the curriculum, but as a reflection of inefficiencies within it. The findings of this study corroborate what is known about curriculum adaptation in school mathematics. It showed that coverage of textbooks does influence the emphasis on topics presented by teachers in their instruction, and also that topics in arithmetic are the most emphasised by both official mathematics curriculum materials and in teachers' actual classroom practice.
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Pennington, Glenda. "A longitudinal cohort study examining the relationship between working memory and UK primary school curricular mathematics." Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/4372/.
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Mathematics is an important skill that is taught to all children in the UK in a structured manner from a very early age. The purpose of this thesis was to examine how working memory (Baddeley & Hitch, 1974a; Baddeley & Hitch, 1994) and UK curricular mathematics are related, if specific components of working memory were more impactful upon performance in mathematics than others, and if we can predict mathematics outcomes using working memory measures. With reference to the influence of working memory on overall curricular mathematics performance, a cohort of 70 children from two primary schools in the North West of England was tested annually from their Reception year (mean age 5yrs 1m) at school to Year Two (mean age 6yrs 11m ). The study used a number of working memory tasks, a UK curricular mathematics test, and two Performance Measures. This allowed data to be analysed both in a cross-sectional manner and longitudinally (Chapter 5).The thesis also differentiates UK curricular mathematics into four separable “strands”, Number, Calculation, Measures, Shape and Space, and Problem Solving. These strands are described consistently throughout the UK mathematics curricular literature (DfEE, 1999; DfEE & QCA, 1999a; DfES, 2003a) and the cohort data was used to statistically analyse the relationships between working memory and each strand in turn using a correlational design in Chapters 6 to 9.Results indicated that working memory is a robust predictor of overall mathematics performance (Chapter 5), and of the Calculation Strand (Chapter 7). This finding was demonstrated in both the cross-sectional analyses and also in the longitudinal regression analyses. Of the working memory measures a distinct pattern of association was revealed. In particular the data imply that there is a strong role for the central executive at each age range, but in Year One verbal short-term memory emerges as an important predictor variable. Working memory also showed significant predictive influence over the remaining three curricular mathematics strands that were measured, particularly at the youngest age grouping, but working memory was not found to be a robust longitudinal predictor of Number, Problem Solving or Measures, Shape and Space. The overarching conclusion is that working memory, and in particular the central executive, may support the development of early curricular mathematical skills independent of the influence of age and Performance Measures. The practical and theoretical implications are considered.
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
17
Alsaadi, Aziza Ahmed. "A Comparison of Primary Mathematics Curriculum in England and Qatar in the light of a Model of Co-construction of Knowledge." Thesis, University of Surrey, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515405.
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Berg, Benita. "Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26127.
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This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.
19
Dudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.
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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
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Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
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Moran, Renee Rice. "Supporting Teachers' Use of Nonfiction Text in the Primary Grades Classroom: One Practical Strategy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3589.
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The purpose of this article is to argue for the benefits of using nonfiction text in the primary grades classroom. Readers are provided with a brief theoretical framework which outlines how nonfiction may increase achieve,emt, motivation, and interest for young students. Additionally, practical strategies are included for classroom teachers which work to frontload and support students in the act of processing nonfiction text as well as increase teachers' comfort level with the implementation of a nonfiction unit of study.
22
Eastburn, Julie Ann. "THE EFFECTS OF A CONCRETE, REPRESENTATIONAL, ABSTRACT (CRA) INSTRUCTIONAL MODEL ON TIER 2 FIRST-GRADE MATH STUDENTS IN A RESPONSE TO INTERVENTION MODEL: EDUCATIONAL IMPLICATIONS FOR NUMBER SENSE AND COMPUTATIONAL FLUENCY." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77427.
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CITE/Mathematics and Science EducationEd.D.
This study was designed to evaluate the effects of a Concrete Representational Abstract (CRA) instructional model on Tier 2 first-grade mathematics students in a Response to Intervention model. Twelve students were instructed three times a week using the Expeditions to Numeracy program. The Test of Early Mathematics Ability-3rd edition results overwhelmingly indicated dramatic student growth. A t-test, which included all twelve students in the study, was found to be statistically significant (t=5.79, p<.01). The effects of a CRA instructional model on students' computational fluency were measured through the use of the curriculum based assessments given weekly to all first-grade students. Only those students who had not yet met the first-grade benchmark were included in the analysis of growth over time. All intervention students showed significant growth on their CBM scores throughout the study, exceeding the recommended weekly growth of 0.35. Two-thirds of the students exceed the recommended growth by two or more points. A single-subject analysis of the CBM data all indicated the strong student growth. The analyses of the student growth on the CBMs, as well as the variables that affect this change, were also analyzed using Growth Curve Modeling. The final model of analysis indicated the treatment group's slope was statistically significantly greater than the slope for other members of the study, including those students progressing at a typical first-grade level and therefore not eligible for services. These results indicate a statistically significant affect of a CRA instructional model when used with Tier 2 students in a Response to Intervention Model on students' computational fluency and mathematical achievement.
Temple University--Theses
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Suing, Alejandro, and Einsbohr Filippa. "Grundskoleelevers och lärares uppfattning om sin matematikundervisning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29600.
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En vinklad undervisningsform kan vara en bidragande faktor till att svenska elever har fått sämre betyg och resultat på nationella samt internationella prov. Skolverkets datainsamling visar att ungefär 10 200 svenska grundskoleelever har fått betyget F i nationella proven i matematik. Därmed vill vi i denna studie granska och problematisera matematikundervisningen i svenska grundskolan, där vi jämför elevernas uppfattningar med lärarnas, enligt en didaktisk analysmodell. I denna studie undersöker vi elevernas och lärarnas olika uppfattningar i förhållande till ett elevcentrerat perspektiv som betonas i grundskolans läroplan och även i Deweys filosofiska kunskapsteori om pragmatismen, där eleverna ska utbildas för att kunna se matematikens sammanhang och relevans. Forskningen i studien fokuserar på de spänningar som kan uppstå i samband med lärarledda genomgångar och hur dessa spänningar kan hindra eleverna att utveckla en djupare och grundläggande förståelse i matematik, vilket stödjer ett vetenskapligt och tekniskt förhållningssätt. Studiens slutsats är att eleverna, liksom deras matematiklärare, har en praktisk uppfattning av matematik i förhållande till deras närsamhälle och vardag. Lärarna uppfattar sin matematikundervisning som undersökande med problemlösning. Å andra sidan, uppfattar eleverna att deras matematikundervisning mestadels består av lärarledda genomgångar och enskilt arbete i matteboken. Om lärare blir varse de spänningar som existerar mellan deras egen och elevernas uppfattningar, kan det bidra till att utveckla matematikundervisningen till att bli mer elevcentrerad.
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Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.
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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics that ideally support primary children’s potential to learn early algebra concepts with understanding, through multi-touch, mobile, iOS mathematics education apps. Using qualitative content analysis these characteristics, then, were compared to the curricular characteristics of three authentic (i.e., real-world) apps in order to describe the general extent to which the two sets of characteristics aligned. This study found the authentic apps did not align with the majority of curricular characteristics that ideally support learning with understanding. Additionally, a number of qualitative findings emerged from the study that may be used to inform future app design. These ideas include themes related to the kinds of characteristics the authentic apps tended to align with or not, and suggested adaptations to a number of contemporary theories and models related to pedagogical content knowledge and its application toward the goal of learning with understanding. These findings have direct implications for the theory and practice of app design, and suggest revisions to the way in which the field of instructional design, historically, has been approached.
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Suing, Alejandro, and Filippa Einsbohr. "Grundskoleelevers och lärares uppfattning om sin matematikundervisning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36377.
Full textAbstract:
En vinklad undervisningsform kan vara en bidragande faktor till att svenska elever har fått sämre betyg och resultat på nationella samt internationella prov. Skolverkets datainsamling visar att ungefär 10 200 svenska grundskoleelever har fått betyget F i nationella proven i matematik. Därmed vill vi i denna studie granska och problematisera matematikundervisningen i svenska grundskolan, där vi jämför elevernas uppfattningar med lärarnas, enligt en didaktisk analysmodell. I denna studie undersöker vi elevernas och lärarnas olika uppfattningar i förhållande till ett elevcentrerat perspektiv som betonas i grundskolans läroplan och även i Deweys filosofiska kunskapsteori om pragmatismen, där eleverna ska utbildas för att kunna se matematikens sammanhang och relevans. Forskningen i studien fokuserar på de spänningar som kan uppstå i samband med lärarledda genomgångar och hur dessa spänningar kan hindra eleverna att utveckla en djupare och grundläggande förståelse i matematik, vilket stödjer ett vetenskapligt och tekniskt förhållningssätt. Studiens slutsats är att eleverna, liksom deras matematiklärare, har en praktisk uppfattning av matematik i förhållande till deras närsamhälle och vardag. Lärarna uppfattar sin matematikundervisning som undersökande med problemlösning. Å andra sidan, uppfattar eleverna att deras matematikundervisning mestadels består av lärarledda genomgångar och enskilt arbete i matteboken. Om lärare blir varse de spänningar som existerar mellan deras egen och elevernas uppfattningar, kan det bidra till att utveckla matematikundervisningen till att bli mer elevcentrerad.
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Isler, Isil. "Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609807/index.pdf.
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The purpose of this study was to investigate primary school and mathematics teachers&rsquoefficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo
efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehir, Bolu, Ankara and Istanbul. The questionnaire administered to participants was adapted by the researcher throughout the study. Results of exploratory factor analysis suggested six dimensions: Utility and Impact of the Curriculum, Impact of the Curriculum regarding Efficacy Beliefs, Efficacy Beliefs regarding the New Curriculum, Utilization of Curriculum, Utilization of Special Techniques, and Teachers&rsquo
Sense of Efficacy. The results of the MANOVA analysis indicated that teachers&rsquo
area of certification and experience had a significant role on the collective dependent variables, while number of students and gender did not. Analysis further revealed that primary teachers had significantly stronger efficacy beliefs about the new curriculum than mathematics teachers. Moreover, teachers with 11-15 and 21 and more years of experience were significantly found to perceive a higher utilization of special techniques than teachers with 10 years or less experience. In a similar sense, teachers with 16-20 years of experience were found to have a significant higher perceived utilization of special techniques than teachers with 5 years or less experience.
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Whittington-Jones, Alexandra. "Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006088.
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In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
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Holmström, Elsa. "Tallinjen – en svensk diskurs? : En analys av fyra lärarhandledningar i matematik." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30272.
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Mathematics textbooks are by far the most commonly used didactic tool in classroom teaching. Currently, there is very limited research into how teacher guides, accompanying these textbooks, support the teacher’s work in the classroom. The purpose of the study was to examine to what extent teacher guides support and guide teacher in teaching mathematics. Question raised by the study was – how are variation and concretization addressed in the teacher guides? Variation theory directs focus to critical aspects of the object of learning and can be used as basis to evaluate teacher guides. Concepts like variation and concretization have been useful tools when analysing the teacher guides. To support the study’s phenomenographical approach, a coding system was developed and used as a tool in analysis. Developing the coding system was critical in order to compare the four teacher guides, as well as for the reliability and validity of the study. Data were collected from four, first grade teacher guides in mathematics. An analysis covering an overall perspective has been performed. Several specific topics have also been analysed in a more inductive approach. The results indicate that teacher guides, anchored in the Swedish curricula in mathematics, do not support teachers in how to move from concrete learning to abstract learning. Critical details are being omitted which might affect the goal of abstract thinking.
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Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.
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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
30
吳世華. "關於小學數學活動課程實施的案例研究." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1642175.
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Jooste, Zonia. "Why do learners and teachers experience problems with the concept of zero?" Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006764.
Full textAbstract:
The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
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Gold, Lindsay A. "Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168.
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Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.
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Hus, Hui-Chin, and 許惠琴. "Uncertainty in Mathematics Curriculum Structures for Primary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40152782611842277957.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
101
This article is aims to explore the relation among uncertainty in math curriculum, student achievement in math, and the difference of practical and predetermined teaching hours for teachers. To establish the required data sample, 523 graduates and 48 teachers of some primary school in Changhua County were selected as the subjects of our study. Firstly, one may apply graph theory and the notion of Novak’s concept map to visualize the structure of curriculum material. Secondly, the uncertainty in one math curriculum structure may be quantified by the so-called Shannon entropy derived from the corresponding graph. Furthermore, the survey data are analyzed by statistical methods such as Tryon’s simplified time-series analysis, and Pearson’s correlation coefficient, etc. The main results of this study are as follows: (1) the uncertainty in math curriculum structures is increasing significantly as the semesters go on; (2) both student achievement in math and the difference of practical and predetermined teaching hours are decreasing significantly as the semesters go on; (3) the uncertainty in math curriculum structures is significantly, strongly and negatively correlated with student achievement in math; (4) the difference of practical and predetermined teaching hours is insignificantly, weakly correlated with uncertainty in math curriculum structures and student achievement in math, respectively.
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Hung, Chungchun, and 洪中鈞. "Relation Between Primary School Students’ Mathematics Achievement And Curriculum Structure." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49063788822714970706.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
100
The aim of this study is to explore the relationship between the lower graders' math achievement and math curriculum structure. As the study samples, math achievement and teaching hours concerning 523 primary school graduates and 18 teachers respectively were investigated. According to math textbooks and teacher’s manuals reviewed by Ministry of Education, R. O. C. , the curriculum structure graphs for the first four semesters are obtained and their corresponding uncertainties are also computed by using the machinery of entropy. The main results of this study are as follows: (1) In comparison with the other three semesters, the structure of the units in mathematics textbook adopted in the second semester results in more increment of uncertainty. (2) Any two distinct semester achievements in math are significantly different except in the case of the last two semesters. (3) For low-achieving students, the semester achievement in math is significantly correlated with the uncertainty in the corresponding curriculum structure. (4) The difference of practical and predetermined teaching hours is insignificantly correlated with the uncertainty of the corresponding curriculum structure. Finally, based on the the relationship between the math achievement and math curriculum structure, the researcher provided the educational authorities, teachers, students of low achievement and future research suggestions.
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Chisu, Cecilia Kutas. "Ethnography of an integrated primary mathematics curriculum in a teacher training school in Hungary." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442025&T=F.
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Lin, Wen-Chuan, and 林文川. "A Case Study Approach to Teachers' Pedagogical Transformation of Mathematics Curriculum in Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dxunqw.
Full textAbstract:
博士臺北市立大學
教育學系
104
The purpose of this study was to explore the processes and performances of two elementary school teachers’ pedagogical transformation of mathematics curriculum. The main concerns of the study were that（1）what two teachers（Teacher A and B） do in the processes of pedagogical transformation of mathematics curriculum ;（2）how situational contexts of teaching affected the processes of teachers’ pedagogical transformation of mathematics curriculum. A case study was used to investigate the processes of two teachers’ pedagogical transformation of mathematics curriculum. Firstly, the researcher interviewed with teachers to collect data about their curriculum interpretation and teaching planning, and analyzed the data to understand teachers’ pedagogical transformation of perceived curriculum. Secondly, in classroom teaching, the researcher observed teachers’ teaching actions, and videotaped the teaching processes to analyze the pedagogical transformation of teachers’ operational curriculum. The results of the study indicated that（1）in perceived curriculum, Teacher A emphasized that the connections among mathematical concepts, and transformed mathematical concepts to facilitate students’ learning through various forms of instructional representations with mathematical meanings. Teacher B emphasized that the connections among mathematical concepts, intended to review the students’ mathematical learning experiences, and used situational or concrete instructional representations to form instructional plannings.（2）in operational curriculum, Teacher A emphasized the connections of the important mathematical concepts and interpreted the nature of mathematical operations in the content of the textbook and the instructional plannings. He transformed the meaning of mathematical concepts to guide students’ mathematical thinking and conceptual understanding through decreasing difficulties of mathematical problems and posing the open mathematical questions. Teacher B emphasized the connections of the mathematical concepts and constructed the basis of students’ mathematical concepts in the content of the textbook. He confirmed the correctness of the students’ problem solving, and connected the students’ mathematical concepts through decreasing difficulties of mathematical problems, adjusting the teaching activities, and exampling mathematical problems. （3）in the factors affecting perceived curriculum, the version and contents of the textbook limited Teacher A and B to choose the mathematics lessons and instructional activities. But Teacher A added or adjusted the contents of textbook by using his knowledge in teaching. Teacher B followed the contents and instructional activities of textbook, but adjusted the order of instructional activities based on students’ experiences. The school routine procedures limited time arrangement of Teacher A and B in instructional plannings. （4）in the factors affecting operational curriculum, Teacher A adjusted instructional contents, the order of instructional activities, and chose the teaching strategies based on the performances of students’ homework, and the participation of students’ learning activities. When lacking of the teaching sources, Teacher A chose usable instructional tools to fit the context of classroom. The performances of students’ homework did not influence Teacher B to adjust instructional contents, and the order of instructional activities. Teacher B concerned the participation of students’ learning activities. Teacher B preferred to use the electronic book. Key word: pedagogical transformation of mathematics curriculum, teacher knowledge, situational context of teaching.
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Fan, Li-Ting, and 范立婷. "Applying Functional Mathematics Curriculum to Primary School Students with Moderate and Severe Intellectual Disabilities –Weight as the Case." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74396415076986994998.
Full textAbstract:
碩士中原大學
教育研究所
99
The purpose of this study was to investigate the effects of applying functional mathematics curriculum to primary students with moderate to severe intellectual disabilities on the concept of weight. The independent variable of this study was the functional weight curriculum which was developed by researcher, including three goals: Learning how to carry or move heavy objects through the concept of weight, comparing the weight of two objects by the use of hands and using tools to measure weight. This curriculum was applied on three primary students, with moderate to severe intellectual disabilities. The study lasted for 8 weeks. Four hundred minutes per week was utilized. A multiple-probe across behaviors research design was applied to evaluate the effectiveness of the curriculum. The findings of this study indicates the experiment produced good immediate effects, on promoting primary students with moderate to severe intellectual disabilities in learning the concept of weight and weight measuring skills and solving weight problems as well. The results also indicate good generalization effects with individual differences. All of the three participants were familiar with weight problem-solving skills and had good maintenance effects. Analyzing the types of mistakes made by the participants trying to solve weight related problems, it was demonstrated participants had more difficulties in the following cases：(a) solutions requiring a sequential approach or a broad range of know-how ；(b) carrying long objects；(c) when comparing the weight of a large but light object to a small but heavier one；(d) too small weight difference between the compared objects to be judged by using hands；(e) in need of advanced Mathematics rules beyond participants’ knowledge；(f) when available measurement tools are different from those used during the learning phase. Hereafter are the particular behaviors of the participants that were also observed during the learning process:(a) waiting for other people to help them rather than taking the initiative to solve the problem by themselves；(b) inability to express to others their need for help；(c)only and repeatedly asking for a particular person help with in a group of people； (d) lack of efforts coordination when cooperating with others to carry heavy objects；(e) repeating the identical sequence of actions taught earlier to solve problems without any adaptation capability or flexibility；(f) ignoring object fragility when packing things together；(g) Randomly picking up an answer when choosing within two of them；(h) interference of the objects’ appearance with their judgment of weight；(i) inability to correlate volume to weight；(j) using their latest experience to answer a question without considering whether it is relevant or not to the actual problem.
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Tshirangwana, Nobeli Munyadziwa. "An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach." Diss., 2013. http://hdl.handle.net/10500/13820.
Full textAbstract:
The purpose of this study was to undertake an investigation into the investigation into the management of Grade 3 mathematics curriculum in a Transformational leadership Approach in Johannesburg East public school which is in D9 District of the Gauteng Department of Education.
The role of the Leader in the school is to make sure the educative function us carried out to the desired level. Curriculum management referred to the provision of effective leadership and supervision by HOD's and other education managers of the activities of teaching staff in a school in order to maximize the effectiveness and efficiency with which the curriculum is delivered. The managers must ensure that quality teaching and learning is being provided and it is the responsibility of all education managers.
A qualitative approach was undertaken to enable the researcher to explore the experiences, feelings and perceptions of the educators, Heads of department (HODs) and Deputy Principals to have a wider and richer assortment of current, valid and relevant data of how management of Grade 3 Mathematics in curriculum in Transformational Leadership approach. The quality of teaching in schools strongly influences levels of pupil motivation and achievement, Fullan (2001). The managers in schools has been consistently alluded to as the most significant factor in the success and quality of the school’s improvement process (Petersen, 2001: 159)
The data collected for the research was analysed by using qualitative techniques and the findings showed that through the responses from the educators, Heads of Department, Principals showed that not enough support was given by the Department, workshops presented were not enough and educators , HOD and Deputy Principals were unable to implement as required. Educators felt that they did not receive proper and enough support from the SMT as the SMT was not fully equipped to support them.
The HOD and Deputies responded that they felt limited in taking part in the Grade 3 mathematics curriculum transformational approach as educators were confined to a classroom management style of thinking. The deputy principal, the heads of department and subjects heads in primary schools as formal leaders, all have crucial responsibilities in assist the principal in meeting the school’s instructional goals.Educational Leadership and Management
M. Ed. (Education Management)
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Thuzini, Mamzwandile Alinah. "An exploration of teachers' experiences in teaching standard four mathematics and science curriculum in second language : a case study in three selected Lesotho primary schools in rural areas." Thesis, 2011. http://hdl.handle.net/10413/5806.
Full textAbstract:
This study sought to explore teachers' experiences in teaching Mathematics and Science through second language in Standard 4 at rural primary schools in Lesotho. In addressing this purpose, a qualitative case study method of data production was used. The participants were four Standard 4 Mathematics and Science teachers from three selected schools. Qualitative data were collected through individual semi-structured interviews and lesson observations in the classroom. These were analyzed using a qualitative thematic approach. The study is informed by Vygotsky‟s social constructivist theory and Shulman‟s pedagogical content knowledge theory.
The findings revealed that teachers experienced several challenges in teaching Mathematics and Science through second language in a transitional class. The greatest challenge that the participants experienced was the language that is used for instruction in Standard 4. According to the Educational Policy of the Government of Lesotho, English has been approved as the medium of instruction (MOI) from Standard 4 upwards. In Standards 1-3 pupils are taught in their mother tongue (Sesotho); thereafter the MOI changes to English. The participants reported that the shift from Sesotho to English posed a serious problem in the teaching and learning of Mathematics and Science in Standard 4. They further claimed that most pupils in Standard 4 do not proceed to the next class, since these two subjects are core subjects and the MOI makes passing them problematic. Teachers regularly employed code-switching as a strategy to make meaning for their pupils in their classrooms.
It is recommended that the Government of Lesotho should consider changing the medium of instruction to English from Standard 1. It is also recommended that the inspectorate service should be decentralised and that one teacher at primary level should not teach all the subjects but teach according to specialisation. There should also be more regular in-service training of Mathematics and Science teachers.Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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Marishane, Matseke Alinah. "Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province." Diss., 2013. http://hdl.handle.net/10500/13577.
Full textAbstract:
This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation.Inclusive Education
M. Ed. (Inclusive Education)
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HSU, YAO-CHANG, and 許瑤璋. "An Action Research To Integrated FSC Financial Education Teaching Material into Mathematics Curriculum in the 5th Grade of Primary School：An Example of “Financial wisdom king”." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kr4gsw.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
105
An Action Research To Integrated FSC Financial Education Teaching Material into Mathematics Curriculum in the 5th Grade of Primary School：An Example of “Financial wisdom king” Abstract According to the report “Investigation national financial literacy standards methods, architectures and field investigation”by Financial Supervisory Commission(FSC) in 2008, the average score of national financial knowledge is 53.87 points. As a result, the improvements for financial planning and knowledge needs to be emphasized. In 2003, Orgnaization for Ecnomic Co-operation and Development (OECD) has promoted the world to develop financial literacy program. And make analysis and recommendations on how to promote financial literacy in 2005. To further incorporate financial literacy into the framework of the Programme for International Student Assessment(PISA) in 2012. It can be seen that financial literacy has become one of the basic qualities of modern people, and financial education has become one of the most important emerging issues in today's education. It is a very important issue for how to integrate financial education into elementary school mathematics curriculum, so that students can learn in the math class at the same time the relevant financial literacy. Therefore, this study mainly to action research method to explore the financial teaching materials, "financial wisdom of the king" into mathematics curriculum in the 5th grade of primary school. Planning the appropriate teaching activities, through the teaching process to explore whether the students' financial literacy can be improved, and the teacher's teaching profession can be more sophisticated. And then get the following conclusions. First, the research implementation results. a."Financial wisdom of the king" into the fifth grade mathematics curriculum is effective. b.Financial education in the form of "activities and discussions" is conducive to achieving teaching objectives. c.Through the implementation of financial education courses, students can stimulate the initiative to learn attitude. Second, "financial wisdom of the king" into the fifth grade mathematics curriculum , the degree of financial knowledge has improved significantly. Third, the implementation of "financial wisdom of the king" into the fifth grade mathematics curriculum of teaching, teachers can improve their own financial literacy and advanced teaching skills. Based on the findings and conclusions, the researchers put forward the following suggestions: First, the Government to implement the recommendations of the relevant authorities of financial education. a.Financial education into the small areas of the curriculum should be clear planning and direction. b.Can be combined with financial institutions and other civil units to jointly promote financial education. c.Teachers 'Financial Education - related Training Activities Should be Promoted to Improve Teachers' Professional Accomplishment. d.Government-related units should be concerned about the importance of parent education to finance education. e.Financial education should be included in the part of school life education. Second, to the recommendations of the parents of students. a.Care about the child's use of money, training children's habit of accounting. b.Ask the child to start saving from childhood. c.And more talk with children about financial financial education related issues. And finally to the advice of the teaching staff. a.Using action research to improve teaching. b.School teachers should self-enrich and raise financial professionalism. c.Should establish a financial education teaching community, collaborative teaching. d.Financial education courses should take a variety of teaching methods. keywords：Financial Education, Action Research, Financial wisdom king, Mathematics Curriculum, FSC
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Pillay, Padmini Patsy. "Early childhood practitioners experience of the mathematical literacy curriculum in the context of the National certificate in early childhood development : a case study." Thesis, 2005. http://hdl.handle.net/10413/1608.
Full textAbstract:
Since 2002, the South African Qualifications Authority (SAQA) has included mathematical
literacy as a compulsory fundamental component for the Further Education and Training
Certificate (FETC). This constituted a radical development in education and is intended to
empower individuals so that they can function effectively in, and contribute to the
democratization of the country. This exploratory study examined the mathematical literacy
experiences of 12 Early Childhood Development (ECD) practitioners training toward the
National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal
ECD training organization based in Durban. The practitioners were undertaking their
training as part of a Learnership programme. A qualitative research methodology was
employed. The data was gathered through focus group interviews, semi-structured interviews,
and documentary analysis. The study revealed that the practitioners held a positive view of
mathematical literacy training. In addition, it was found that such training should remain as part
of the ECD qualification owing to the fact that it added value at both a personal and
professional level. In interrogating the curriculum, practitioners recommended the inclusion of
ECD examples, and engagement with how mathematical literacy is used in the different
contexts. In terms of relevancy of content, practitioners recommended content areas that could
be applied in their personal and professional lives. Mathematical literacy that related to national
issues was seen as abstract, for example balance of payment in terms of the national budget.
The study revealed that the background of the ECD practitioners need to be taken into account
as some practitioners may not have studied mathematics before. This implies that providers will
need to take into account the NQF Level 3 entry requirements and the expected embedded
knowledge that practitioners are supposed to have prior to the registration of practitioners for
the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of
whether mathematical literacy is needed at the level of the qualification. Dialogue on these
issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the
study revealed the need for suitably trained mathematical literacy facilitators given that this is a
new programme. This study is by no means exhaustive, and is but a small sample of views that
could be further explored in a more comprehensive study.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Msipha, Zenzile. "A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province." Diss., 2013. http://hdl.handle.net/10500/13757.
Full textAbstract:
Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team.Inclusive Education
M. Ed. (Inclusive Education)
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MACHÁČKOVÁ, Edita. "Mezipředmětové vztahy na úrovni plánovaného kurikula pro 1. stupeň základní školy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-375290.
Full textAbstract:
The diploma thesis Cross-curricular Links Matching Proposed Curriculum for Lower Primary School deals with an issue of cross-curricular links and their usage in Maths teaching. The thesis is divided into a theoretical and practical part. The theoretical part provides an analysis of issues of cross-curricular links and curriculum integration, it introduces The Framework Educational Programme for Basic Education, characterises a curriculum of Maths and its application and other areas of education with which a link within the practical part was implemented. It also summarises important features of a Middle Primary School child and it surveys a quality of cross-curricular links usage in contemporary textbooks of Maths. The practical part contains a set of exercises that combine curricula of two areas to apply the cross-curricular links which are intended for practical usage in teaching at Lower Primary School, and evaluating part that describes and evaluates a practical course of implementation.
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chiling, Lai, and 賴季伶. "A Research on Mathematic Curriculum Articulation：A case of the fourth grade in the primary school using Knsh materials in 2003." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/57633541734347978794.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
92
The main purpose of this research is to investigate the problems of mathematic curriculum articulation. The subject is to offer the solutions for the fourth graders who use Knsh materials in the primary school in 2003. Documentary analysis, the test, electric mails, and interview are conducted to collect data. According to the data analysis and discussion, the results are synthesized. The results are as follows: First of all, there are three main problems of curriculum articulation between “Grade 1-9 Uniform Curriculum Guidelines：Mathematic Learning Areas” and “Primary School Mathematic Studies Curriculum Standard in 1993”. They are curriculum goals, teaching materials, and principles of instruction. The solutions of curriculum articulation about curriculum goals, teaching materials, and principles of instruction are as follows: 1. The aspects of curriculum goals （1） Core concepts and core competence should be written in teaching materials, principles of instruction and assessment. （2） Teachers should understand the spirit of constructivism, and avoid complex counting. 2. The aspects of teaching materials （1） The solutions of material subjects are provided here： A. The subject of number and measurement should be supplemented the explanation of units. B. The subject of shape should be stressed life-materials. C. The subject of data should be taught the concepts of statistics charts, sampling, and probability more. D. The subject of algebra should be taught mathematical formula on filling in blanks E. The subject of connection should stress connection outside. （2） The solutions of competence indicators replacing material guidelines are to use subdivisible competence indicators, remedial materials, and clarify the relationship between competence indicators and assessment. （3） The remedial instruction should be offered. （4） Teachers should delete or enlarge and deepen the repeated materials, e.g. competence indicators N-1-1, N-1-2, N-1-3, N-1-4, N-1-5, N-1-6, N-1-8, N-1-10, N-1-13, N-1-14, N-1-15, S-1-5, S-1-8, and S-1-9. （5） Teachers should notice and explain the difference of units, e.g. the competence indicator N-1-10. 3. The aspects of principles instruction When designing instruction, teachers should care about students’ cognitive development and problem sloving experiences. At the same time, computers and calculating machines can be used to help instruction implement. Secondly, there are two parts for the solutions between “Knsh 1-6 guidelines of mathematic materials in 1993”and “the first learning stage of competence indicators of Grade 1-9 Uniform Curriculum Guidelines：Mathematic Learning Areas”. One is to offer remedial instruction, e.g. competence indicators S-1-4, S-1-8, S-1-9, and S-1-10. the other is to delete or enlarge and deepen the repeated materials, e.g. some of competence indicators N-2-1, N-2-2, N-2-3, N-2-4, N-2-10, N-2-14, S-2-7, D-2-2, D-2-4, N-3-2, and N-3-9. Thirdly, there are no particular problems in curriculum articulation for the fourth graders in the primary school in 2003 using “the Grade 1-9 Curriculum Guidelines in Knsh mathematic textbook version” and “Knsh mathematic textbooks in 1993” continuously。Teachers can just pay attention to the repeated materials. Fourthly, the results of the test that fourth graders in the primary school in 2003 using the 1993 version of Knsh mathematic textbooks for three years indicates two facts. One is remedial instruction for “the subtraction of tenths to decimals ”should be offered；the other is to handle repeated materials properly, such as competence indicator N-1-1,N-1-2,N-1-3,N-1-5,N-1-7,N-1-9,D-1-1,D-1-2,D-2-4,N-2-8,N-2-11,N-2-14,and S-2-1. Based on the results shown above, this research gives some suggestions to the education authority, the publishers of textbooks, teachers, and researchers related to mathematic curriculum articulation.
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Moremi, Tsholofelo. "Primary teachers' identities and understandings of their teaching practices in a Gauteng province literacy and mathematics strategy context." Thesis, 2017. http://hdl.handle.net/10539/23661.
Full textAbstract:
A research report is submitted to the School of Education, Faculty of the Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research
Johannesburg, 2016.This qualitative study aimed to understand teachers’ identities and teaching practices in the Gauteng Primary Literacy and Mathematics Strategy. The research, which is a case study, was conducted with six Foundation Phase teachers, which included two Heads of Department (HODs). The setting of the study was a primary school that was declared underperforming in 2013, after the low performance in Annual National Assessments. The prescriptive syllabus type of curriculum known as the Gauteng Province Literacy and Mathematics Strategy (GPLMS) was implemented due to the low Grade six Mathematics results. Semi-structured interviews were the primary research instruments used to generate data on how teachers understood their identities and teaching practices in a GPLMS school. A major finding was that teachers renegotiated their identities in order to deal with the changing teaching context that came with GPLMS. The study identified three groups of teachers who dealt with the changes in different ways: their learning trajectories and communities of practice, along with their personal identities shaped the ways in which they responded strategy. The teachers had a good sense of teacher identity before being declared underperforming. Another major finding was that teachers changed their pedagogical approaches order to teach according to the detailed, prescriptive lesson plans. What is problematic is that some teachers resorted to skipping some parts of the content, prescribed in the lesson plans, in order to finish the syllabus on time. Of great concern is that none of the participants received training on using the GPLMS or even CAPS from their district: teachers ought to have sound pedagogical knowledge that can ultimately afford epistemological access to the learners. Research on teachers’ identities and understanding teaching practices cannot be ignored since they teachers at the forefront of knowledge delivery.
LG2018
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Mumanyi, Obediah. "An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/14309.
Full textAbstract:
The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7 textbooks in their teaching, and the impact it had on mathematics teaching and learning. The purpose of the study was to investigate how the teachers used the mathematics textbooks and to suggest areas of improvement. These textbooks were distributed to all the primary schools in Zimbabwe in 2010, under the donor-driven Education Transition Fund. This curriculum initiative sought to address the severe textbook shortage and to improve the performance of the learners. The study examined the ways the teachers interacted with and mediated the textbooks in mathematics lessons, what material they used or did not use from the textbook, how they used it, and why they used it in the specific ways. In order to achieve this objective, an empirical study of a sample of grade 7 teachers in the province was undertaken. Social constructivism was the main theory that guided the study. Stratified purposeful sampling was employed to select three out of eight districts in the province, and to select eighteen schools from the three districts for participation in the study. Each district contributed the same number of questionnaire respondents (n=30) and interview respondents (n=2). A mixed methods design, which combined a questionnaire, a semi-structured interview and non-participant lesson observation, was adopted. The results indicated that the use of these textbooks raised the teachers’ and learners’ motivation, created some opportunities for teacher learning, and improved the learners’ performance in mathematics. However, the teachers’ low confidence levels in teaching some topics, the absence of regular staff development programmes, and also textual errors had a negative effect on how the textbooks were used. The teachers did not cover all the textbook content, neither did they demonstrate or encourage the learners to use alternative strategies to solve the problems in the textbooks. A number of teachers showed resistance to the use of these textbooks. This study provided evidence that points to an urgent need for the improved quality of mathematics textbooks, as well as an improvement in the teachers’ competencies, namely by placing greater emphasis on the use of textbooks in pre-service and in-service teacher training programmes. Based on the results of the study, a framework for teachers’ effective resource utilization is proposed.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Costa, Joana Pereira. "Experiências de aprendizagem promotoras de integração curricular : potencialidades no contexto do ensino-aprendizagem da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico." Master's thesis, 2018. http://hdl.handle.net/10400.3/4731.
Full textAbstract:
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 04 de maio de 2018, Universidade dos Açores (Relatório de Estágio).O presente relatório de estágio versa a apresentação e análise fundamentadas sobre as práticas pedagógicas desenvolvidas nos contextos do estágio pedagógico I (desenvolvido na Educação Pré-Escolar) e do estágio pedagógico II (desenvolvido no 1.º Ciclo do Ensino Básico), no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores. A nossa abordagem inicia-se com uma breve contextualização acerca da natureza e âmbito da Educação Pré-escolar e do 1.º Ciclo do Ensino Básico, evidenciando e problematizando o caráter globalizante e integrador que marca a organização do currículo nestes níveis educativos, bem como as respetivas implicações no que respeita ao desempenho da docência. Nesta sequência, considerando a importância fundamental da integração curricular para o desenvolvimento global e harmonioso das crianças/alunos e, por esta via, para a promoção do sucesso educativo procurámos aprofundar conhecimentos, explorar e refletir sobre conceção e o desenvolvimento de experiências de aprendizagem promotoras de integração curricular (nas suas múltiplas aceções, discutidas à luz da bibliografia da especialidade) considerando, complementarmente, a forma como estas podem potenciar e serem potenciadas no contexto do ensino-aprendizagem da Matemática, tanto na Educação Pré-Escolar como no 1.º Ciclo do Ensino Básico. A análise efetuada às experiências de aprendizagem desenvolvidas nos estágios pedagógicos com o propósito enunciado, revela o elevado potencial desta abordagem, nomeadamente no que respeita integração interdisciplinar do conhecimento das áreas curriculares, à integração de experiências dos alunos e ainda à integração social. Salienta-se a importância das conexões interdisciplinares e intradisciplinares alcançadas com a Matemática e destaca-se o elevado valor e significado das conexões realizadas entre a Matemática e a vida real. Nesta sequência, afigurou-se ainda pertinente conhecer as representações de Educadores/Professores sobre as próprias conceções e práticas de integração curricular, nomeadamente aquelas que implicam o ensino-aprendizagem da Matemática. Para tal, desenvolvemos um pequeno estudo exploratório, recorrendo ao inquérito por questionário. Os resultados revelam a relevância atribuída pelos docentes ao desenvolvimento de experiências de aprendizagem promotoras de integração curricular, sendo também expressivo o número de docentes que refere articular com facilidade a matemática com outras áreas/domínio. Neste particular, os docentes declaram privilegiar experiências de aprendizagem relativas à exploração e concretização de conceitos/ideias/situações com o recurso a materiais manipuláveis estruturados/não estruturados e a jogos pedagógicos. No que respeita às conceções dos participantes sobre a integração curricular, os resultados evidenciaram a predominância de discursos associados à integração de saberes disciplinares, evidenciando ainda uma visão parcial e redutora. Assim, considerando tanto as potencialidades como os constrangimentos identificados, no que respeita à conceção e ao desenvolvimento de experiências de aprendizagem promotoras de integração curricular no contexto do ensino-aprendizagem da Matemática, importa que o educador/professor assuma uma postura cada vez mais esclarecida/fundamentada, reflexiva e crítica relativamente ao currículo e à sua gestão globalizante e integradora, procurando, com rigor e intencionalidade, desenvolver a integração curricular nas suas múltiplas aceções e riqueza.
ABSTRACT: The main purpose of the present report is the presentation and fundamented analysis of the pedagogical practice developed in the context of Pedagogic Internship I (developed in Pre-School Education) and Pedagogic Internship (developed in 1st Cycle of Basic Education), integrated in Master Degree in Pre-School and 1ºs Cycle of Basic Education, at the University of Azores. Our approach begins with a brief contextualization of the nature and framework of Pre-School and 1st Cycle Basic Education, focusing and discussing the mainstay characteristics that serve as foundations to the curricular organization on this educative levels, as well as the inherent implications in teaching experience. In this regard – and bearing in mind the fundamental importance of curricular integration in the holistic and harmonic development of the pupils – we sought to increase knowledge, explore and discuss the design and development of learning experiences that promote curriculum integration (in its multiple dimensions, discussed under the up to date specialized bibliography) taking into account the way they might reinforce and be reinforced themselves in the context of the teaching and learning of Mathematics, in Pre-School Education and in the 1st Cycle of Basic Education. The analysis of the knowledge and experience acquired during these internships reveals the high potential of this approach, namely the interdisciplinary integration of different curricular areas, from the objective contact with the pupils to its social component, with special regard to the utter importance of multidisciplinary connections reached with Mathematics and highly valuable relationships established between Mathematics and daily life. Henceforth, it was pertinent to become aware of the teacher’s own conceptions and practices related to curricular integration, with special incidence on those related to the teaching-learing of Mathematics. In order do so, we designed a simple exploratory study, resorting to inquiry by questionnaire. The results revealed the relevance assigned by the teachers to learning experiences which promote curricular integration, as well as significant number of teachers who declare they are at ease articulating Mathematics with other domains. Regarding this particular matter, the teachers privilege learning experiences resorting to structured and non-structured materials and pedagogic games that allow an exploratory approach in order to consolidate concepts and ideas. However, when it comes to the participants’ own conceptions about curricular integration, the results show a predominance of a line of thought related to the integration of disciplinary knowledge, which might point to a still partial and reductive perspective. Thus, taking into consideration both the potential and the constraints identified, regarding the conception and development of learning experiences promoting curricular integration in the context of teaching-learning Mathematics, it is important that the teacher defines a clear, reflexive and critical approach to the curriculum, as well as its holistic and integrative management, in order to develop a curricular integration in its multiple dimensions, with precision and intentionality.