Tesis sobre el tema "Mathematics and numeracy"
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Kemp, Marian. "Developing critical numeracy at the tertiary level". Thesis, Kemp, Marian (2005) Developing critical numeracy at the tertiary level. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/122/.
Texto completoKemp, Marian. "Developing critical numeracy at the tertiary level /". Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.
Texto completoHurle, Gillian Dawn. "Numeracy support for year two students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.
Texto completoGleeson, Laura Jane. "Grouping students to target specific deficiencies in numeracy: investigating an evidenced based Numeracy Program". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377618.
Texto completoThesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
McDonald, Susan Ellen. "Improving numeracy: Co-constructing a whole-school numeracy plan in a secondary school". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16618/3/Susan%20McDonald%20Thesis.pdf.
Texto completoMcDonald, Susan Ellen. "Improving numeracy: co-constructing a whole-school numeracy plan in a secondary school". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16618/.
Texto completoAngelis, Desi. "Adult numeracy, mathematical education and social meanings". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.
Texto completoIn sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
Texto completoCobb, Sarah Catherine Jane. "“You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities". Thesis, University of Canterbury. School of Sciences and Physical Education, 2012. http://hdl.handle.net/10092/7168.
Texto completoNorris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.
Texto completoLiu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices". Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.
Texto completoAn emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns per year. A larger number of participants had training for reading and early literacy compared to early numeracy. Related to early numeracy practices, more respondents reported being involved in screening and assessment in contrast to intervention and progress-monitoring. Typically, students were screened in kindergarten through fifth grade using measures such as AIMSweb: Computation and AIMSweb: Problem-Solving. The most often utilized early numeracy instrument was AIMSweb: Number Identification. Most frequently, group academic assessments used were comprised of state tests, and individual measures were often broadband or screener-type measures. Commonly used curricular interventions have demonstrated limited to moderate levels of evidence. Only Classwide Peer Tutoring had a strong level of intervention effectiveness. Intensive interventions that were noted as being regularly implemented (e.g., Board Games, Explicit Instruction, Peer Tutoring, Touch Math) were mainly instructional in nature. The results for consistently used progress-monitoring tools were similar to those for screening (computation, problem-solving, and number identification). Perceived facilitators of participants' early numeracy involvement entailed administrator support and the topic being a current need in schools. School psychologists noted lack of resources and time as two main hindrances for their involvement in early numeracy activities. The implications of this study include increased early numeracy training, involvement in intervention and progress-monitoring, screening practices, alignment with the Common Core Standards, and time allocation and resources. Limitations of the current research were: low response-rate, lengthy survey, and non-response for specific early numeracy components. Finally, potential future research includes investigating progress-monitoring instruments for students in earlier grades, interventions for students with mathematics disabilities (e.g., retention, generalization of skills), home-school partnerships for early numeracy skills, and validation of technological applications.
Thereesha, Fathimath. "Students' Perceptions of the Secondary Numeracy Project". The University of Waikato, 2007. http://hdl.handle.net/10289/2305.
Texto completoAlamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /". ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.
Texto completoWalker-Glenn, Michelle L. "Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271640843.
Texto completoGenis, Amelia. "Numbers count: the importance of numeracy for journalists". Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52371.
Texto completoBibliography
ENGLISH ABSTRACT: Few news subjects or events can be comprehensively covered in the media without numbers being used. Indeed, most reports are essentially 'number stories', or could be improved through the judicious use of numbers. Despite this there are frequent complaints about poor levels of numeracy among journalists. Although numbers are fundamental to virtually everything they write, the most superficial review of South African newspapers indicates that most encounters between journalists and numbers of any sort are uncomfortable, to say the least. Reporters shy away from using numbers, and frequently resort to vague comments such as "many", "more", "worse" or "better". When reports do include numbers, they often don't make sense, largely because journalists are unable to do simple calculations and have little understanding of concepts such as the size of the world's population, a hectare, or a square kilometer. They frequently use numbers to lend weight to their facts without having the numerical skills to question whether the figures are correct. Numeracy is not the ability to solve complicated mathematical problems or remember and use a mass of complicated axioms and formulas; it's a practical life skill. For journalists it is the ability to understand the numbers they encounter in everyday life - percentages, exchange rates, very large and small amounts - and the ability to ask intelligent questions about these numbers before presenting them meaningfully in their reports. This thesis is not a compendium of all the mathematical formulas a journalist could ever need. It is a catalogue of the errors that are frequently made, particularly in newspapers, and suggestions to improve number usage. It will hopefully also serve to make journalists aware of the potential of numbers to improve reporting and increase accuracy. This thesis emphasises the importance of basic numeracy for all journalists, primarily by discussing the basic numerical skills without which they cannot do their job properly, but also by noting the concerns of experienced journalists, mathematicians, statisticians and educators about innumeracy in the media. Although the contents of this thesis also apply to magazine, radio and television journalists, it is primarily aimed at their counterparts at South Africa's daily and weekly newspapers. I hope the information contained herein is of use to journalists and journalism students; that it will open their eyes to the possibility of improving number usage and thereby reporting, serve as encouragement to brush up their numerical skills, and help to shed light on the numbers which surround them and which they use so readily.
AFRIKAANSE OPSOMMING: Min nuusonderwerpe of -gebeure kan in beriggewing tot hul reg kom sonder dat enige getalle gebruik word. Trouens, die meeste berigte is in wese 'syferstories', of kan verbeter word deur meer sinvolle gebruik van syfers. Tog is daar vele klagtes oor joemaliste se gebrekkige syfervaardigheid. Ten spyte van die ingeworteldheid van getalle in haas alles wat hulle skryf, toon selfs die mees oppervlakkige ondersoek na syfergebruik in Suid-Afrikaanse koerante joemaliste se ongemaklike omgang met die meeste syfers. Hulle is skugter om syfers te gebruik, en verlaat hulle dikwels op vae kommentaar soos "baie", "meer", "erger" of "beter". Indien hulle syfers gebruik, maak die syfers dikwels nie sin nie: meermale omdat joemaliste nie basiese berekeninge rondom persentasies en statistiek kan doen nie, en min begrip het vir algemene groothede soos die wereldbevolking, 'n hektaar of 'n vierkante kilometer. Hulle sal dikwels enige syfer gebruik omdat hulle meen dit verleen gewig aan hul feite en omdat hulle nie die syfervaardigheid het om dit te bevraagteken nie. Syfervaardigheid is nie die vermoe om suiwer wiskunde te doen of 'n magdom stellings en formules te onthou en gebruik nie; dis 'n praktiese lewensvaardigheid, die vermoe om die syferprobleme wat die daaglikse roetine oplewer - persentasies, wisselkoerse, baie groot en klein getalle- te verstaan en te hanteer. Hierdie tesis is nie 'n versameling van alle berekeninge wat joemaliste ooit sal nodig kry nie; maar veel eerder 'n beskrywing van die potensiaal van syfers om verslaggewing te verbeter en joemaliste te help om ag te slaan op die getalle rondom hulle en die wat hulle in hul berigte gebruik. Die doel van die tesis is om die belangrikheid van 'n basiese syfervaardigheid vir alle joemaliste te beklemtoon, veral die basiese syfervaardighede waarsonder joemaliste nie die verslaggewingtaak behoorlik kan aanpak nie, te bespreek, en ook om ervare joemaliste, wiskundiges, statistici en opvoeders se kommer oor joemaliste se gebrek aan syfervaardigheid op te teken. Hoewel alles wat in die tesis vervat is, ewe veel van toepassing is op tydskrif-, radio- en televisiejoemaliste, val die klem hoofsaaklik op hul ewekniee by Suid-Afrikaanse dag- en weekblaaie. Ek hoop die inligting hierin vervat sal van nut wees vir praktiserende joemaliste en joemalistiekstudente om hulle bewus te maak van die moontlikhede wat bestaan om syfergebruik, en uiteindelik verslaggewing, te verbeter en as aanmoediging dien om hul syfervaardigheid op te skerp.
Forder, Kate. "A study to evaluate the impact of a Numicon-based intervention on the numeracy attainment and attitude towards numeracy of children in lower Key Stage 2 identified as experiencing difficulties in mathematics". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/36971/.
Texto completoKelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.
Texto completoDivett, Vicky y n/a. "A profile of the adult numeracy student in the Australian Capital Territory". University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060704.164546.
Texto completoTurvill, Rebecca Anne. "How are young children developing number sense, post national numeracy strategy". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13798.
Texto completoEsplin, Jacob A. "Comparing the Predictive Power of Executive Function Assessment Strategies on Preschool Mathematics Performance". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7283.
Texto completoStott, Deborah Ann. "Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017181.
Texto completoOrton-Flynn, Susan Jane. "The design of a multimedia calculator and its use in teaching numeracy to those with learning difficulties". Thesis, Coventry University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364161.
Texto completoJackson, Fiona Lynne. "Implementation infidelity or aligned adaptation? : exploring tutors' interpretations and enactments of Catch Up Numeracy®, a primary mathematics intervention". Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707977.
Texto completoTshabalala, Phillip Masibi. "Numeracy performance of Grade 3 learners in rural and urban primary schools". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06302009-171742.
Texto completoFox, Jillian Louise. "Young children and digital-numeracy in the prior-to-school year". Thesis, Queensland University of Technology, 2010.
Buscar texto completoBjörkhagen, Lena y Sounia Barsoum. "Neurodidaktik och matematik : En litteraturstudie om neurodidaktikens betydelse för matematikundervisningen". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10471.
Texto completoLe, Grange Lynn Louise. "The development of the number concept in Grade R: a case study of a school in the Wellington area". University of the Western Cape, 2014. http://hdl.handle.net/11394/4397.
Texto completoSystemic evaluation undertaken by the Department of Basic Education as part of the Literacy and Numeracy Strategy 2006 – 2016 posed a serious challenge in South African schools. The numeracy and mathematics results in 2009 stated that 35% of learners in Grade 3 achieved the required level of competence in Mathematics. This has, however, improved to 48.3% in 2010 but dropped to 47.6% in 2011. The development of early number concept in countries such as the Netherlands, Singapore and Helsinki has shown that early intervention is essential for reaching mathematical success in schooling. The Curriculum and Assessment Policy Statement (CAPS) integrates the three learning programmes: Literacy, Numeracy and Life Skills for Grade R into a daily programme of activities. Within this daily programme it specifies that 35% of each day must be used towards Numeracy. The Grade R method of teaching emphasizes the fact that teaching must take place informally but planned formally. The purpose of this study is to examine how early mathematics is taught in an integrated and informal setting to improve number concept. The theoretical framework underpinning this study is based on the constructivist views of Piaget and Vygotsky and how these theories lay the foundation for the development of number concept in Grade R. Number skills to develop number concept were identified in nine lessons to underpin the content area 1, Numbers, Operations and Relationships as determined by the Grade R Mathematics Curriculum and Assessment Policy Statement (CAPS). The methodology employed to answer the research question were video-recordings, observations and interviews. The findings identified number skills such as emergent number concepts: distinguishing numerosity, imitating resultative counting and symbolizing by using fingers as well as growing number concepts: discovering different meanings of numbers, oral counting, one- to- one correspondence, rote counting, perceptual subitising, resultative counting, representing and symbolizing numbers, ordinality, place value, emergent object-based counting and calculating and golden moments. The discussion of the findings focused on the CAPS content area and how these number skills were used to achieve the demands of the content area 1. The major findings of this study presented a case of the utilization of number skills to achieve the development of number concept in Grade R, how mathematics should be made fun, and how incidental learning, “golden moments” can be used to introduce key mathematical concepts informally. This study has implications for teachers of Grade R and for the training of pre-service Grade R teachers at tertiary level.
Sidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.
Texto completoCarter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.
Texto completoPausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.
Texto completoBarnard, Elna. "An investigation into Grade R teachers' experiences of implementing numeracy in Grade R". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004529.
Texto completoSalgado, Maria do Carmo. "Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica". Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10999.
Texto completoConselho Nacional de Desenvolvimento Científico e Tecnológico
Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situations
Nesta pesquisa tivemos por objetivo identificar e analisar as diferentes acepções com que os termos Literacia e Alfabetização Matemática aparecem na literatura em Educação Matemática. A partir dessas concepções, objetivamos: identificar sua presença em currículos prescritos e apresentados em materiais curriculares; identificar competências relacionadas ao uso de conceitos numéricos e focalizar a utilização desses conceitos envolvendo também a capacidade crítica relativamente ao seu uso; caracterizar conhecimentos e procedimentos básicos que envolvem a capacidade de usar conhecimentos e procedimentos em contextos reais. Este estudo pauta-se pela seguinte questão-diretriz: Quais competências relacionadas ao uso de conceitos numéricos apresentam os alunos egressos da Educação Básica? Em busca de respondê-la, organizamos nossa pesquisa em duas fases complementares. Na primeira, realizamos um estudo exploratório envolvendo levantamento bibliográfico e análise documental. Os documentos analisados foram os Parâmetros Curriculares Nacionais do Ensino Fundamental II e do Ensino Médio, além de duas coleções de livros didáticos referentes a esses dois níveis de ensino. Na segunda fase, elaboramos um roteiro de entrevista semiestruturada. Os sujeitos da pesquisa nessa fase foram constituídos por alunos egressos do Ensino Médio de escolas paulistanas. Para a compreensão dos termos Literacia e Alfabetização Matemática, e sua presença nos currículos do Ensino Fundamental e do Ensino Médio, tomamos como referência os trabalhos dos pesquisadores Ubiratan D Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger e Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen e Joaquín Giménez. A partir desses estudos, concluímos que, embora as abordagens de diferentes autores tenham nuances específicas, elas possuem elementos comuns no sentido de se traduzirem em competências a serem desenvolvidas/potencializadas pelo ser humano. Mediante análise dos documentos, percebemos que, ao proporem e defenderem propostas intituladas como de alfabetização matemática, numeracia, literacia, entre outras, os autores de livros didáticos abordam situações de aprendizagem que pouco convergem com as concepções apresentadas. Foi possível identificar com as entrevistas que a maioria dos alunos consegue perceber a presença da Matemática e algumas de suas ideias presentes em seu cotidiano. Com a proposição das situações relacionadas às competências numéricas, foi possível constatar que geralmente os alunos resolvem os problemas recorrendo a técnicas operatórias, e, no que diz respeito à capacidade crítica dos alunos, observamos certa insegurança por parte deles na tomada de decisões no processo de resolução das situações propostas
Iglesias, Chavely Lissette. "Investigating the Status of Early Numeracy Skills in Bilingual Dual Language Learner Latino Children Attending Head Start and the Association with Parent Demographic Characteristics". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4084.
Texto completoPetronzi, Dominic. "The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing". Thesis, University of Derby, 2016. http://hdl.handle.net/10545/619167.
Texto completoNivens, Ryan Andrew. "An Investigation of Palindromes and Their Place in Mathematics". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/292.
Texto completoÖberg, Karin. "Det behövs ett nytt verktyg för att reparera bristande baskunskaper i matematik : En studie om Elevate My Math´s effekter hos svensla gymnasieelever". Thesis, Högskolan i Gävle, Matematik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29847.
Texto completoCohen, Victoria. "Tracking the early number skills performance of 5- to 7-year-old students : a longitudinal study". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3149.
Texto completoPennington, 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/.
Texto completoAnderson, Margaret Mary. "Should I Just Decide Where I Think They Are At? Exploring The Literacy And Numeracy Assessment Landscape Of Deaf And Hearing-Impaired Students In New Zealand". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4912.
Texto completoWiberg, Sara. "Matematisk vardagskompetens : Svenska gymnasielärares syn och undervisningspraxis". Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78645.
Texto completoThe aim of this study was to investigate teachers’ views and teaching praxes when it comes to mathematical literacy. Four teachers were interviewed individually. When the teachers’ answers were analyzed, an analogous view was displayed, that mathematical literacy is about the mathematics one needs to be able to cope with one’s own everyday life. This view corresponds to the definition Organisation for Economic Co-operation and Development, OECD, has presented and that research in general refers to. The assignments with focus on mathematical literacy, that the teachers give their students, deals both with managing one’s own everyday life and a future everyday as an adult and skilled worker. The teachers’ teaching praxes differ when it comes to mathematical literacy. One of the teachers has a clear cooperation with the vocational teachers and the students receive therefore much mathematical literacy in the teaching. The teachers try, otherwise, to teach mathematical literacy to motivate the students for the teaching. How this is fulfilled is more or less structurally described. Deficiency of time, too large teaching groups and want of cooperation with the vocational teachers are mentioned as factors confining the focus the teachers have on mathematical literacy in the teaching.
Baturo, Annette R. "Getting to know probability: A descriptive study of the cognitive processes employed by Year 12 students engaged on probability tasks". Thesis, Queensland University of Technology, 1992.
Buscar texto completoCai, Jinghong. "The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.
Texto completoLindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.
Texto completoEllis, Katrina M. "Communication is a two-way street: investigating communication from counselors to low-risk individuals on the conditional risk of HIV". Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13761.
Texto completoDepartment of Psychology
Gary L. Brase
In 2006, the Center for Disease Control and Prevention recommended the revision of state HIV testing laws. With these recommendations, more low-risk individuals are tested regardless of their risk group. However, there is a greater chance of a false positive test result for low-risk individuals than for high-risk individuals. Additionally, previous research found that doctors and HIV counselors in Germany did not accurately communicate the relationship between risk factors and false positive tests (Gigerenzer, Hoffrage, & Ebert, 1998). This study aimed to (1) compare the findings of the 1998 German sample to HIV hotline counselors in the United States in 2011; and (2) to investigate the ability of students to calculate the conditional probability of HIV for a low-risk individual after receiving a positive test, based on idealized transcripts of conversations with HIV hotline counselors. The first study found that HIV hotline counselors use both verbal expressions of risk and percentages to communicate HIV testing statistics. Additionally, 2011 American counselors were more aware of the chance of false positives and false negatives than compared to the 1998 German sample. However, no 2011 American counselors were able to provide an accurate positive predictive value for a low-risk woman. The second study found low performance among students in the calculation of the positive predictive value. Performance was facilitated by a natural frequency format for high numerate individuals. There were different patterns of results for the General Numeracy Scale and the Subjective Numeracy Scale. This would suggest that these two scales might be measuring different constructs. These findings are consistent with the two theories supporting the Frequency Effect, namely the Frequentist Hypothesis and the Nested Sets Hypothesis. Additionally, this research suggests computation of the conditional risk of HIV is facilitated by a natural frequency format. Teaching techniques have been developed and demonstrate long lasting improvement in health related computations. If a few hours of training is all that it takes to communicate these life and death statistics in a manner that is consistent with reasoning, health practitioners and students should be required to have more education in communicating and computing probabilities.
Brown, Bruce John Lindsay. "The initial grounding of rational numbers : an investigation". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1006351.
Texto completoBentley, Kristen. "The Word Problem Factor: Assessing the Ability of Utah High School Career and Technical Education Students to Do the Math Involved in Formulating and Calculating Energy Cost Factors". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4341.
Texto completoZaram, 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.
Texto completoCourtney-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.
Texto completoENGLISH 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.
Brennan, Cynthia Reeder. "IMPLEMENTATION OF AUTHENTIC INVESTIGATIVEACTIVITIES IN RATIO AND PROPORTION TO ADULT LEARNERS:A CASE STUDY". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1425659840.
Texto completoBaturo, Annette R. "Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/14769/7/14769_Digitised%20Thesis.pdf.
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