Dissertations / Theses on the topic 'Primary school mathematics'
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Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
Full textGottardis, L. "Deaf primary school children's achievement in mathematics." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.
Full textSangster, 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.
Full textHodgen, Jeremy. "Teacher identity and professional development in primary school mathematics." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/teacher-identity-and-professional-development-in-primary-school-mathematics(3727b6d6-726a-4553-95b2-c74e350c4b7f).html.
Full textBibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
Full textRoos, Helena. "Inclusion in mathematics in primary school : what can it be?" Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39800.
Full textThomson, Stephanie Louisa. "A configurational analysis of parental involvement in primary school mathematics." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3432/.
Full textLeung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.
Full textBiccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.
Full textENGLISH 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.
Newton, R. "Parents, children and primary school mathematics : experiences, identity and activity." Thesis, Oxford Brookes University, 2012. http://radar.brookes.ac.uk/radar/items/05820562-32e0-7d48-b0bc-f61faf8e0f9a/1.
Full textKhan, Shereen Alima. "Mathematics proficiency of primary school students in Trinidad and Tobago." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256768.
Full textTo address the problem of underperformance in mathematics, Trinidad & Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky’s notion that instruction can be improved by teaching within the child’s Zone of Proximal Development, this study devised a model, incorporating the principle of assessment for learning to provide feedback on student performance.
Data from the 2015 mathematics (Standard 3) national test was analysed to describe the proficiencies of students within each of four performance levels. Using a mixed methods design, a sample of 180 scripts was analysed to determine content-specific proficiencies. These were categorised into (i) what students know and can do (Zone of Achieved Development), (ii) what they can do with help (Zone of Proximal Development) and (iii) what they cannot do.
The findings indicated that students in the lower performing groups had deficiencies in reading and comprehension skills and this impacted on their mathematics performance. Division and multiplication algorithms posed difficulties for these students. Performance in measurement was poor, with only the top performing group demonstrating proficiency in this strand. Items requiring higher order thinking were challenging for all students. Inability to carry out mathematical modeling prevented students from obtaining correct answers to questions covering almost half of the test.
A key recommendation is that teachers be given support in planning and instructional strategies to cater for all learners. Intense, ongoing professional development, targeting problem solving, mathematical modeling, and teaching algorithms was recommended. To enable learners to experience more depth and less breadth in achieving competence in measurement, reform in curricula demands, assessment techniques and instructional strategies was suggested.
The study also called for re-conceptualising the design and implementation of national assessment. Such approaches should incorporate models that provide feedback on all curricula outcomes on a continuous basis, and empower teachers to analyse classroom data so as to diagnose student deficiencies.
Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.
Full textTamburri, Sarah Jane. "Primary school teachers’ experience of mathematics education: A phenomenological study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2321.
Full textMarks, Rachel. "Discourses of ability and primary school mathematics : production, reproduction and transformation." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/discourses-of-ability-and-primary-school-mathematics(3cade1fa-b3cf-4874-8963-7b6acf7fbaf3).html.
Full textWood, Trevor Ronald. "Portfolio assessment in primary school mathematics: a study of pedagogical implications." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2441.
Full textMillett, Alison Margaret. "Using and applying mathematics : innovation and change in a primary school." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/using-and-applying-mathematics--innovation-and-change-in-a-primary-school(4dd9102d-9677-4ef1-bdb8-7999303002d4).html.
Full textWood, Trevor Ronald. "Portfolio assessment in primary school mathematics : a study of pedagogical implications /." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16675.
Full textOf prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
Amato, Solange. "Brazilian primary school student teachers' understanding of, and attitudes to, mathematics." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395269.
Full textHoward, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.
Full textMaster of Education
Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.
Full textDevine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.
Full textSuggate, Jennifer. "The use of visual images in computer programs for primary school mathematics." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358076.
Full textNyman, Martin. "What do students’ feel about mathematics? : Compulsory school students’ emotions and motivation towards mathematics." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186626.
Full textAl-Washmi, Reem. "Engagement and collaboration in the effectiveness of games for learning primary school mathematics." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33780/.
Full textLi, Fu-ming Baldwin. "Using diagrams to solve word problems involving percentage in primary six students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.
Full textHowe, Peter A., and n/a. "Designing and evaluating an inservice model for mathematics education in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060726.164520.
Full textWilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.
Full textKoljonen, 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.
Full textTidigare 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.
Harsono, Mariana. "The Impact of Lesson Study on Primary School Teachers’ Knowledge and Skills in Differentiating Primary School Mathematics Instruction: A Digital Mixed Methods Approach." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/48463.
Full textDalvi, Rubina. "A case study of the constitution of school mathematics for the deaf in three primary school classrooms." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12011.
Full textIncludes bibliographical references.
This dissertation presents an investigation of the constitution of mathematics for a group of deaf learners in grades 4, 5 and 6. These learners were taught in sign language on the topics of integers, time and fractions. Four lessons were observed and video-recorded. The lessons were transcribed from sign language to English.
Anderson, Judith Anne, and res cand@acu edu au. "An Investigation of Primary School Teachers' Problem-Solving Beliefs and Practices in Mathematics Classrooms." Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp198.01072009.
Full textTan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
Full textYuen, Kam-chao. "Teachers' and school heads' beliefs and feelings regarding calculator use in primary mathematics in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597481.
Full textAnderson, Judith Anne. "An investigation of primary school teachers' problem-solving beliefs and practices in mathematics classrooms." Thesis, Australian Catholic University, 2000. https://acuresearchbank.acu.edu.au/download/15be8798f6b4bd54ac5e8734492e5db471522ab47e4a26473b17a3edb67d0696/26985684/64461_downloaded_stream_4.pdf.
Full textForrester, Patricia A. "A novice primary school teacher's attempt to teach mathematics for understanding a self-study /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/35416.
Full textA thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy, Teaching and Educational Studies. Includes bibliographies.
Yusof, Jamilah. "Mathematics errors in fractions work: a longitudinal study of primary level pupils in Brunei." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1803.
Full textFung, Chun-ip. "Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2280559x.
Full textHawthorne, 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.
Full textYuen, Kam-chao, and 袁錦秋. "Teachers' and school heads' beliefs and feelings regarding calculator use in primary mathematics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959180.
Full textJellis, Rebecca Mary. "Primary children's interpretation and use of illustrations in school mathematics textbooks and non routine problems : a school based investigation." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1333/.
Full textBrown, Andrew. "Parental participation, positioning and pedagogy : a sociological study of the IMPACT primary school mathematics project." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006616/.
Full textSiu, Ha-ping Angel, and 蕭霞萍. "Using web-based assessment for learning and teaching primary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30424574.
Full textOwens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.
Full textSwincicky, 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.
Full textTwelve 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.
Yusof, Jamilah. "Mathematics errors in fractions work : a longitudinal study of primary level pupils in Brunei /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15027.
Full textThe study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.
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.
Full textChantler, Edward Wilmot James. "An investigation into the behaviour of a group of primary school children when using selected mathematical software." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17660.
Full textIncludes bibliographies.
Very little is known about how young children think and behave when faced by computers and the broad array of mathematical software available. Much of the software has been developed by adults in the way adults see young children reasoning. A class of twenty English-speaking boys of approximately 12 years of age were exposed to carefully selected mathematical software without adult (teacher) interference, to clarify how these pupils would react to that software. Special focus was placed on the interactions of three children throughout the series of twenty lessons, using two video cameras to record their behaviour. The size of the groupings was changed to consider the effect of group size on the pupils' interactions. Various 'themes' evolved out of reviewing the video recordings. These 'themes' were then linked to Research data. It appears that these pupils had great trouble in reading and interpreting instructions accurately. Also, the software made assumptions of what the pupils could do. The interaction and collaboration by the boys seemed at its best when they were in a group of two as 'peer equals'. The class recognised and used the services of those boys they considered 'experts' in the use of computers. The video-recordings showed that the pupils preferred having pencil and paper available to record information and their estimations, rather than having to rely on memory. It seemed to give permanence to their thoughts and make these more explicit and organised. An analysis of the data also showed that the software and the boys' reaction to it was distinctly sexist. The names of the software (SNOOKER, PILOT, MATHS - CARS IN MOTION, etc.) can be seen as male. The boys gave the computer a 'personality' and referred to it as a 'he'. Also, a disturbing tendency among these pupils was the way they interpreted the software and reacted to it in a distinctive military fashion. This can be attributed to the boys having to battle, explode or bomb their way to victory; to shoot something or be shot in much of the software available. My role of being 'non-expert' was an extremely difficult one as the pupils had expectations of me, and the shortcomings in the software obliged some form of interference. My conclusions are that the mathematical software needs to be appropriate and relevant to what is being done in the class rather than to exist on its own outside of it, and that it could aid the pupil to think about his thinking.
Lindh, Izabella. "Hur lärare kan motivera och intressera elever för matematik." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36839.
Full textMatematik
Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28481/1/Tippawan_Nuntrakune_Thesis.pdf.
Full textNuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.
Full text