Rozprawy doktorskie na temat „Mathematics concepts”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Mathematics concepts”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Zell, Simon. "Using physical experiments in mathematics lessons to introduce mathematical concepts". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81188.
Pełny tekst źródłaFogdall, Todd Stephen. "Concept booklets : examining the performance effects of journaling of mathematics course concepts /". [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/49/.
Pełny tekst źródłaSmith, Michael M. "PRE-CALCULUS CONCEPTS FUNDAMENTAL TO CALCULUS". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164048974.
Pełny tekst źródłaZell, Simon. "Using physical experiments in mathematics lessons to introducemathematical concepts". Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 611 - 614, 2012. https://slub.qucosa.de/id/qucosa%3A1831.
Pełny tekst źródłaMcNaney, Danielle. "Student response to mathematical concepts in context". Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1645.
Pełny tekst źródłaSwanson, David. "Vygotsky's theory of scientific concepts and connectionist teaching in mathematics". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html.
Pełny tekst źródłaKudri, Soraya Rosana Torres. "L-fuzzy compactness and related concepts". Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283158.
Pełny tekst źródłaMarko, Benjamin David. "Teaching Concepts Foundational to Calculus Using Inquiry and Technology". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144777991.
Pełny tekst źródłaMamona, Joanna C. "Students' interpretations of some concepts of mathematical analysis". Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329490.
Pełny tekst źródłaHer, Ming Hang Yun. "An investigation of students' media preferences in learning mathematical concepts". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-05032006-133322/.
Pełny tekst źródłaTitle from title screen. Christine D. Thomas, committee charir; Nikita D. Patterson, Clara Nosegbe Okoka, Janice S. Scott, Pier A. Junor-Clarke, committee members. Electronic text (176 p. : forms, graphs (some col.)) : digital, PDF file. Description based on contents viewed May 1, 2007. Includes bibliographical references (p. 134-143).
Alexander, Cathleen Marie. "Community college developmental education students' understanding of foundational fraction concepts". Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614168.
Pełny tekst źródłaMathematics, in general, and algebra courses, in particular, have been categorized as "gatekeepers" for higher education, better jobs, and even citizenship. For many low-income and working adults, community college is the institution where they choose to develop their mathematics understanding so they can pursue their dreams. Unfortunately many fail in their attempts. In an effort to better understand their plight so that the community colleges can better meet their needs, I studied community college students' foundational fraction understanding. Specifically, I examined students' procedural skills and problem-solving strategies to determine evidence of fragmented knowledge and fragile learning. I investigated a sample of 373 adult students in four tiers of community college developmental education mathematics courses: Computational Arithmetic, Pre-Algebra, Beginning Algebra, and Intermediate Algebra. In Phase 1, I quantitatively examined students' performance on a written assessment of foundational fraction problems. I compared groups of students to determine if differences might be due to factors of course level, age, and number of years out of school. In Phase 2, I interviewed 33 of the lowest performing students and examined their explanations and categorized students' problem-solving strategies and levels of procedures and explanations while using the strategies. My analysis revealed five major findings. 1. Students' average score on an 11-item foundational fraction assessment was 74%, below what I considered mastery level on the assessment. 2. The assessment scores differed based on course level rather than other demographic factors. 3. On specific NAEP items, Algebra and Intermediate Algebra students scored similarly to United States eighth-graders, whereas Arithmetic and Pre-Algebra students scored higher than 4th graders yet lower than eighth-graders. 4. The foundational fraction items related to magnitude tended to be the most difficult for the students. 5. The major characteristics of students' conceptual understanding were fragmented, fragile, non-fluent and only rarely, sophisticated. While community college developmental education students know something about fractions, my research indicated that their knowledge was held as multiple unconnected knowledge chunks, bits and pieces of prior knowledge mixed with inaccurate, imprecise and partial notions and procedures making students' resulting "fraction sense" tenuous. Although they sometimes successfully solved problems, occasionally with sophisticated self-generated strategies, students were not fluent in their fraction knowledge. The dissertation ends with some recommendations for instructors to address students' limited fraction understanding along with some suggestions for the system as a whole to make fraction instruction a greater priority in developmental courses so that more students can achieve their goals.
Wright, Kimberly Boddie. "Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts". Texas A&M University, 2008. http://hdl.handle.net/1969.1/86023.
Pełny tekst źródłaRoicki, Joseph. "EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS". Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2953.
Pełny tekst źródłaM.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
Dogbey, James K. "Concepts of Variable in Middle-Grades Mathematics Textbooks during Four Eras of Mathematics Education in the United States". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1615.
Pełny tekst źródłaDayson, Gaynor. "Children’s concepts about the slope of a line graph". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25377.
Pełny tekst źródłaEducation, Faculty of
Graduate
Tau, Morongwana Elias. "Exploring mathematical concepts embedded in the mechanics and operations of the centre pivot irrigation system". Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1809.
Pełny tekst źródłaThe advent of a new mathematics curriculum in South Africa requires a sound Pedagogical Content Knowledge (PCK) for both novice and experienced educators. Central to this is the challenge of identifying and exploring “rich and appropriate” contexts that may serve as “scaffolds” in the understanding and internalization of school level mathematics concepts. This exploratory, inductive study focused on a real-life irrigation technology in the farming sector with a view to “exploring” the general school level mathematics concepts that might be “grounded” in the machine’s mobility and water spread mechanisms. Data was generated through two stages of theoretical and practical approaches. This was in accordance with Alasuutari’s (1993) phases of simplification of observations and “solving the enigma” during an exploratory research project. In the theoretical approach, the operations of a linear move irrigation machine and a circular move center pivot irrigation system were mimicked through sketches which were explored for the general school level mathematics concepts embedded therein. The practical approach centrally focused on hands-on activities that aimed at verifying the theoretical mathematics models that were perceived to explain how the CPIS moves and spread water across the entire irrigation field. An intense observation of the actual Centre Pivot Irrigation System (CPIS) at the research site formed the spine of the latter data collection stage. Finally a document analysis, which focused on mathematics documents such as the National Curriculum Statement and Curriculum and Assessment Policy Statement documents for grades R-12, was done to ascertain the school level at which the grounded general mathematics concepts are applicable. The findings of this study indicated that certain mathematics concepts might be “constructed” and consolidated in the CPIS context or setting.
Abu-Arish, Hiba Ibrahim. "Perfect Numbers and Perfect Polynomials: Motivating Concepts From Kindergarten to College". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461154144.
Pełny tekst źródłaDixit, Akriti. "Fundamental concepts on Fourier Analysis (with exercises and applications)". Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/898.
Pełny tekst źródłaHarnett, Rait Sicklen. "Complete regularity and related concepts in L-uniform spaces". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1005217.
Pełny tekst źródłaMulqueeny, Ellen S. "How Do Students Acquire an Understanding of Logarithmic Concepts?" Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340912890.
Pełny tekst źródłaLynn, Derek. "Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts". Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037.
Pełny tekst źródłaBarnard, Marelize. "The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/22032.
Pełny tekst źródłaCuffel, Terry. "LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE". Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3374.
Pełny tekst źródłaM.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
McDonough, Andrea M., i res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.
Pełny tekst źródłaManning, Cheryl. "THE EFFECT OF THE MATH CONCEPTS AND SKILLS (MCS) COMPUTER PROGRAM ON S". Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3674.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction
Bogacz, Margaret M. Sennott Linn I. "An intuitive approach to understanding calculus concepts in business applications using probability theory". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514766.
Pełny tekst źródłaTitle from title page screen, viewed June 6, 2005. Dissertation Committee: Linn Sennott (chair), Kenneth Berk, John Dossey, Lawrence Spence, Charles Streeter. Includes bibliographical references (leaves 273-274) and abstract. Also available in print.
Harries, Anthony Vaughan. "Developing algebra concepts with low attainers working in a Logo environment". Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389163.
Pełny tekst źródłaHannigan, Mary Kathleen Arthur. "Exploration of an instructional strategy to promote explicit understanding of place value concepts in prospective elementary teachers /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaGalvez, Valla Elizabeth. "THE EFFECTS ON PRESCHOOL CHILDREN'S DEVELOPMENT OF NUMBER CONCEPTS: MICROCOMPUTER VS. CONVENTIONAL TECHNIQUES (COMPUTERS)". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291713.
Pełny tekst źródłaZagrodny, Christopher Michael. "Algebraic Concepts in the Study of Graphs and Simplicial Complexes". Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/math_theses/7.
Pełny tekst źródłaChang, Sy-Ning. "Development of Place-Value Numeration Concepts in Chinese Children: Ages 3 through 9". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279231/.
Pełny tekst źródłaSakonidis, Haralambos N. "Algebraic concepts and their expression in language : a study of pupils between 13 and 16 years". Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307804.
Pełny tekst źródłaNagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.
Pełny tekst źródłaWheeler, Jessica. "Instructing Group Theory Concepts from Pre-Kindergarten to College through Movement Activities". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461184131.
Pełny tekst źródłaMntunjani, Lindiwe. "The use of mathematical resources to teach number concepts in the foundation phase". Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2494.
Pełny tekst źródłaThe poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment (ANA) results is that the problem starts in the Foundation Phase (FP) with number concepts. The aim of this study was to explore how five Foundation Phase teachers located in challenging socio-economic school contexts in the Western Cape used mathematical resources to promote teaching for understanding of the important number concept area in CAPS. These resources included humans, materials, culture and time. The research was located within the interpretive qualitative research paradigm and used a case study approach. The participants in the study included five FP teachers teaching Grades 1 to 3 at two schools in the Western Cape. Data was collected through lesson plan analysis, lesson observations and semi-structured interviews. The data collected was then analysed through the lens of Vygotsky’s socio-cultural theory. Socio-cultural theory maintains that knowledge is best acquired if it is mediated by language, more knowledgeable others and physical tools. Vygotsky believed that knowledge is first acquired interpersonally, then intrapersonally, as learners first learn from others, then internalise or individualise knowledge while going through the four stages of the Zone of Proximal Development (ZPD). The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass assessments. Teachers understood the importance of using resources to teach number concepts in the Foundation Phase, but inclined to rote teaching with work drills in preparation for assessments such as the Annual National Assessment (ANA) and the systemic assessment. Resources were often used when learners struggled to understand concepts and as calculation tools. This study supports the view from the literature that the way in which resources are used affects the teaching and learning of number concepts. It recommends that teachers should read and follow the CAPS mathematics document, as it clearly states what resources to use and how. This study further recommends that more research on the use of resources to teach mathematics in other content areas should be done.
Seroto, Ngwako. "Exploration of geometrical concepts involved in the traditional circular buildings and their relationship to classroom learning". Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/1035.
Pełny tekst źródłaTraditionally, mathematics has been perceived as objective, abstract, absolute and universal subject that is devoid of social and cultural influences. However, the new perspective has led to the perceptions that mathematics is a human endeavour, and therefore it is culture-bound and context-bound. Mathematics is viewed as a human activity and therefore fallible. This research was set out to explore geometrical concepts involved in the traditional circular buildings in Mopani district of Limpopo Province and relate them to the classroom learning in grade 11 classes. The study was conducted in a very remote place and a sample of two traditional circular houses from Xitsonga and Sepedi cultures was chosen for comparison purposes because of their cultural diversity. The questions that guided my exploration were: • Which geometrical concepts are involved in the design of the traditional circular buildings and mural decorations in Mopani district of the Limpopo Province? • How do the geometrical concepts in the traditional circular buildings relate to the learning of circle geometry in grade 11 class? The data were gathered through my observations and the learners’ observations, my interviews with the builders and with the learners, and the grade 11 learners’ interaction with their parents or builders about the construction and decorations of the traditional circular houses. I used narrative configurations to analyse the collected data. Inductive analysis, discovery and interim analysis in the field were employed during data analysis. From my own analysis and interpretations, I found that there are many geometrical concepts such as circle, diameter, semi-circle, radius, centre of the circle etc. that are involved in the design of the traditional circular buildings. In the construction of these houses, these concepts are involved from the foundation of the building to the roof level. All these geometrical concepts can be used by both educators and learners to enhance the teaching and learning of circle geometry. Further evidence emerged that teaching with meaning and by relating abstract world to the real world makes mathematics more relevant and more useful.
Jolicoeur, Kay. "The influence of virtual manipulatives on second grader's acquisition of place value concepts". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4945.
Pełny tekst źródłaID: 029810048; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2011.; Includes bibliographical references (p. 82-85).
M.Ed.
Masters
Teaching and Learning Principles
Education
K-8 Math and Science
Lange, Alissa A. "Order! Compare! Estimate! Building Knowledge and Excitement About Foundational Math Concepts for Preschoolers". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4180.
Pełny tekst źródłaHoke, Darlene. "EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS' MEASUREMENT CONCEPTS". Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2130.
Pełny tekst źródłaM.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
Peard, Robert, i mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts". Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.
Pełny tekst źródłaEkelund, Erika, i Mathilda Segerdahl. "Den matematiska leken i matematikläromedel : en innehållsanalys av matematikläromedel i förskoleklass". Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84746.
Pełny tekst źródłaThis master thesis focuses on mathematics textbooks for preschool class. We have studied to what extent play is found in the textbooks and what kind of the support for implementation is offered to the teacher. We have focused on play which can contribute to the pupils’ concept and/or reasoning ability. Preschool class is now a compulsory school form. Preschool class is a class between preschool and primary school and is expected to function as a bridge between these two. There are many expectations for preschool class: implementing preschool pedagogy while introducing the primary school’s routines and teaching methods. We have used content analysis as a method in this study. The method has been used in both a quantitative and a qualitative way. The results show that teacher guides offer play contributing to conceptual and/or reasoning. The results also show that the teacher gets support for implementing such play in the classroom. This offers opportunities for pupils to consolidate and develop their knowledge of mathematical concepts as well as their reasoning. Further, the study shows that play in the pupils’ textbook largely is lacking. If the teacher chooses to only use the pupil’s textbooks, the consequence can be that the pupils are missing out on play in mathematical education.
De, Anda Maria Elizabeth. "Assessing students' understanding of science concepts through portfolio assessment". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1197.
Pełny tekst źródłaMattos, Robson Aldrin Lima. "Jogo e matemática: uma relação possível". reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11919.
Pełny tekst źródłaSubmitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T17:06:04Z No. of bitstreams: 1 Dissertacao Robson Mattos.pdf: 755038 bytes, checksum: 9d4c08e94e86cb08fd9344b4cece3eb3 (MD5)
Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-12T20:07:41Z (GMT) No. of bitstreams: 1 Dissertacao Robson Mattos.pdf: 755038 bytes, checksum: 9d4c08e94e86cb08fd9344b4cece3eb3 (MD5)
Made available in DSpace on 2013-06-12T20:07:41Z (GMT). No. of bitstreams: 1 Dissertacao Robson Mattos.pdf: 755038 bytes, checksum: 9d4c08e94e86cb08fd9344b4cece3eb3 (MD5) Previous issue date: 2009
Este trabalho objetivou investigar, no cotidiano escolar de crianças de turmas do Ensino Fundamental I em uma escola da rede pública no município de Vitória da Conquista (BA), a relação dos Jogos com a construção dos conceitos Matemáticos. Este estudo de caráter qualitativo tem como respaldo teórico diversos autores, cujas produções trazem contribuições quanto aos Jogos e ao ensino da Matemática: Boyer (1974), Brenelli (1996), Brougère (2000), Chateau (1987), D‘Ambrósio (1998),Huizinga (2007), Kishimoto (2007), Kamii (2003a), Machado (1991a), Piaget (1975),Santos (2000), Vygotsky (1984), entre outros. Do ponto de vista metodológico, privilegiou-se a observação in loco, com registro fotográfico, entrevistas com as educadoras das turmas selecionadas para a pesquisa e um grupo focal, analisando como se estabelece a relação dos Jogos com o Ensino da Matemática. Destaca-se neste estudo a relação existente entre os Jogos e sua função pedagógica de aprendizagem no ensino da Matemática no contexto escolar, apresentando reflexões conceituais em torno desta relação. O estudo proporciona a compreensão da Matemática vivenciada em sala de aula, bem como possibilita a reflexão dessas educadoras sobre suas práticas pedagógicas. A análise dos achados da pesquisa possibilitou a identificação da importância pedagógica dos Jogos no Ensino da Matemática e sua contribuição na construção de conceitos nessa área, permitindo, também, a reflexão sobre a forma como os Jogos são trabalhados em sala de aula, onde, muitas vezes, são aplicados como jogos de exercícios e não como Jogos de construção.
Salvador
Kimber, Charles Tenison. "The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/27315.
Pełny tekst źródłaEd.D.
The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms.
Temple University--Theses
Dabula, Nomonde Patience. "Project 1 - Student teachers' exploration of beadwork : cultural heritage as a resource for mathematical concepts". Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003292.
Pełny tekst źródłaBeug, Anne. "Teaching Introductory Programming Concepts: A Comparison of Scratch and Arduino". DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/778.
Pełny tekst źródłaJakobsson, Monica. "Lågstadieelevers förståelse av språket i matematikundervisningen : En studie av lågstadieelevers svårigheter med språket i matematiken". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70997.
Pełny tekst źródłaMany students do not reach an approved level in mathematics. Part of the explanation for this is that students find it difficult to understand the language of mathematics teaching and mathematics teaching material. The purpose of my study is to highlight the difficulties that pupils in primary school have with the language of mathematics. The purpose is also to get an idea of the causes of these difficulties. In order to get answers to the research questions, a quantitative study has been made on students' understanding of different concepts in the mathematics teaching materials. A qualitative observation with elements of interview questions has also been made. The study showed that many students have difficulties understanding the language used in the teaching aids. Some of the difficulties came from shortcomings in the conceptual concept, some were due to a lack of reading ability and reading comprehension, additional reasons for the difficulties turned out to be difficulties in understanding metaphors and images as well as difficulties in keeping much information from mathematical tasks in the work memory.
Roy, George J. "Prospective teachers' development of whole number concepts and operations during a classroom teaching experiment". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002398.
Pełny tekst źródłaBorg, Jonna. "Matematik i Lilla nollan och dom andra". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17841.
Pełny tekst źródłaThe purpose of this study is to investigate which mathematical contents preeschool teachers visible when using the picture book Little O and all the others. In order to answer the study questions, both observations and qualitative interviews have been used. Two preeschool teachers from one preeschool were selected. The children who participated in the observations were 4-5 years old. The results show that preeschool teachers reveal a broad mathematical content in the above mentioned picture book. They focus on numbers, countingchants, counting numbers and compare the shape and size. Conversations about the number 0 and the importance of it takes place. They reflect and resonate with the children of different mathematical phenomena they encounter in the picture book by virtue of its images. Preeschool teachers also give several examples of how the children have developed mathematical concepts. They also utilize both the diversity and the variety of mathematics that the picture book offers.
Harries, Tony, i Patrick Barmby. "The importance of using representations to help primary pupils give meaning to numerical concepts". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82542.
Pełny tekst źródła