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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.
Pełny tekst źródłaSmith, Edward Charles. "Reconceptualizing mathematics teaching and learning: Teacher learning in a realistic mathematics context". University of the Western Cape, 2000. http://hdl.handle.net/11394/8470.
Pełny tekst źródłaIn this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.
Pietsch, James Roderick. "Collaborative learning in mathematics". University of Sydney, 2005. http://hdl.handle.net/2123/1088.
Pełny tekst źródłaThis study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.
Potari, Despina. "Learning approaches in mathematics". Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/12130.
Pełny tekst źródłaBuie-Collard, Geoffrey. "HELPING STUDENTS AFFECTED WITH MATHEMATICS DISORDERS LEARN MATHEMATICS". Ohio University Art and Sciences Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1586172168614395.
Pełny tekst źródłaBuie-Collard, Geoffrey Brock. "Helping Students Affected with Mathematics Disorders Learn Mathematics". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592387017569857.
Pełny tekst źródłaKilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.
Pełny tekst źródłaAljundi, Liam. "Moving Mathematics : Exploring constructivist tools to enhance mathematics learning". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42981.
Pełny tekst źródłaAlleyn, Suzanne. "Learning the language of mathematics". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.
Pełny tekst źródłaThis study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.
Perkin, Glynis. "Mathematics learning support and dyslexia". Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.
Pełny tekst źródłaKan, Wing-yuen, i 簡永源. "Small group learning in mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.
Pełny tekst źródłaKan, Wing-yuen. "Small group learning in mathematics". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264628.
Pełny tekst źródłaShaffer, David Williamson. "Expressive mathematics : learning by design". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/29141.
Pełny tekst źródłaTriadafillidis, Triadafillos A. "Practical activities in mathematics learning". Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/14578.
Pełny tekst źródłaDagiene, Valentina, i Inga Zilinskiene. "Localization of Learning Objects in Mathematics". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79623.
Pełny tekst źródłaLewis, Matthew. "Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students". DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5219.
Pełny tekst źródłaRejniak, Gabrielle. "Improving Student Learning in Undergraduate Mathematics". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5455.
Pełny tekst źródłaID: 031001440; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Cynthia Young.; Error in paging: p. xi followed by a page numbered xi.; Title from PDF title page (viewed June 26, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-107).
M.S.
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Mathematical Science; Industrial Mathematics
Åkesson, AnnaCarin, i Sara Rudberg. "Teaching and learning mathematics in India". Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32617.
Pełny tekst źródłaOur three months in India included a field study of different perspectives on learning the subject of mathematics. The chosen perspectives were; the behaviouristic perspective, the cognitive perspective, the pragmatic perspective and the socio-cultural perspective. The study was implemented with teachers and students at a public school in the state of Kerala, which is situated in the southernmost part of the country. They participated in our observations, interviews and teaching experiments. We sought to ascertain which of the four chosen learning perspectives the faculty and students at the host school use for educating. Our conclusion is that the observed teaching methods had influences from all four chosen perspectives, some more than others.
Lucock, Ricky. "Pupils learning mathematics : beliefs and attitudes". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/844414/.
Pełny tekst źródłaDrake, Pat. "Working for learning : mathematics for teaching". Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430957.
Pełny tekst źródłaWei, Quan. "The Effects of Pedagogical Agents on Mathematics Anxiety and Mathematics Learning". DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/624.
Pełny tekst źródłaGür, Hülya. "Learning to teach mathematics and the place of active learning". Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30939.
Pełny tekst źródłaCollins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.
Pełny tekst źródłaWong, Yun-yo Chris. "Establishing a virtual learning community for on-line collaborative learning on mathematics /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148461.
Pełny tekst źródłaGraves, Barbara, i Christine Suurtamm. "Disrupting linear models of mathematics teaching|learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79920.
Pełny tekst źródłaBeckmann, Astrid. "Learning Mathematics through Scientific Contents and Methods". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79411.
Pełny tekst źródłaSpeer, William R. "Creating Desirable Difficulties to Enhance Mathematics Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83097.
Pełny tekst źródłaNguyễn. "Learning to teach realistic mathematics in Vietnam". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2005. http://dare.uva.nl/document/18047.
Pełny tekst źródła袁東璇 i Tung-shuen Yuen. "Using ICT in learning and teaching mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256570.
Pełny tekst źródłaPoon, Ying-ming, i 潘瑩明. "Dialogic learning: experiences in a mathematics club". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47055467.
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Garner, Brittany. "Impact of Student-Centered Learning in Mathematics". Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129.
Pełny tekst źródłaAusman, Tasha-Ann. "Contested Subjectivities: Loving, Hating, and Learning Mathematics". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37145.
Pełny tekst źródłaLiu, Yuting. "Tangram Race Mathematical Game: Combining Wearable Technology and Traditional Games for Enhancing Mathematics Learning". Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-theses/1102.
Pełny tekst źródłaJones, Piet. "Structure learning of gene interaction networks". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86650.
Pełny tekst źródłaENGLISH ABSTRACT: There is an ever increasing wealth of information that is being generated regarding biological systems, in particular information on the interactions and dependencies of genes and their regulatory process. It is thus important to be able to attach functional understanding to this wealth of information. Mathematics can potentially provide the tools needed to generate the necessary abstractions to model the complex system of gene interaction. Here the problem of uncovering gene interactions is cast in several contexts, namely uncovering gene interaction patterns using statistical dependence, cooccurrence as well as feature enrichment. Several techniques have been proposed in the past to solve these, with various levels of success. Techniques have ranged from supervised learning, clustering analysis, boolean networks to dynamical Bayesian models and complex system of di erential equations. These models attempt to navigate a high dimensional space with challenging degrees of freedom. In this work a number of approaches are applied to hypothesize a gene interaction network structure. Three di erent models are applied to real biological data to generate hypotheses on putative biological interactions. A cluster-based analysis combined with a feature enrichment detection is initially applied to a Vitis vinifera dataset, in a targetted analysis. This model bridges a disjointed set of putatively co-expressed genes based on signi cantly associated features, or experimental conditions. We then apply a cross-cluster Markov Blanket based model, on a Saccharomyces cerevisiae dataset. Here the disjointed clusters are bridged by estimating statistical dependence relationship across clusters, in an un-targetted approach. The nal model applied to the same Saccharomyces cerevisiae dataset is a non-parametric Bayesian method that detects probeset co-occurrence given a local background and inferring gene interaction based on the topological network structure resulting from gene co-occurance. In each case we gather evidence to support the biological relevance of these hypothesized interactions by investigating their relation to currently established biological knowledge. The various methods applied here appear to capture di erent aspects of gene interaction, in the datasets we applied them to. The targetted approach appears to putatively infer gene interactions based on functional similarities. The cross-cluster-analysis-based methods, appear to capture interactions within pathways. The probabilistic-co-occurrence-based method appears to generate modules of functionally related genes that are connected to potentially explain the underlying experimental dynamics.
AFRIKAANSE OPSOMMING: Daar is 'n toenemende rykdom van inligting wat gegenereer word met betrekking tot biologiese stelsels, veral inligting oor die interaksies en afhanklikheidsverhoudinge van gene asook hul regulatoriese prosesse. Dit is dus belangrik om in staat te wees om funksionele begrip te kan heg aan hierdie rykdom van inligting. Wiskunde kan moontlik die gereedskap verskaf en die nodige abstraksies bied om die komplekse sisteem van gene interaksies te modelleer. Hier is die probleem met die beraming van die interaksies tussen gene benader uit verskeie kontekste uit, soos die ontdekking van patrone in gene interaksie met behulp van statistiese afhanklikheid , mede-voorkoms asook funksie verryking. Verskeie tegnieke is in die verlede voorgestel om hierdie probleem te benader, met verskillende vlakke van sukses. Tegnieke het gewissel van toesig leer , die groepering analise, boolean netwerke, dinamiese Bayesian modelle en 'n komplekse stelsel van di erensiaalvergelykings. Hierdie modelle poog om 'n hoë dimensionele ruimte te navigeer met uitdagende grade van vryheid. In hierdie werk word 'n aantal benaderings toegepas om 'n genetiese interaksie netwerk struktuur voor te stel. Drie verskillende modelle word toegepas op werklike biologiese data met die doel om hipoteses oor vermeende biologiese interaksies te genereer. 'n Geteikende groeperings gebaseerde analise gekombineer met die opsporing van verrykte kenmerke is aanvanklik toegepas op 'n Vitis vinifera datastel. Hierdie model verbind disjunkte groepe van vermeende mede-uitgedrukte gene wat gebaseer is op beduidende verrykte kenmerke, hier eksperimentele toestande . Ons pas dan 'n tussen groepering Markov Kombers model toe, op 'n Saccharomyces cerevisiae datastel. Hier is die disjunkte groeperings ge-oorbrug deur die beraming van statistiese afhanklikheid verhoudings tussen die elemente in die afsondelike groeperings. Die nale model was ons toepas op dieselfde Saccharomyces cerevisiae datastel is 'n nie- parametriese Bayes metode wat probe stelle van mede-voorkommende gene ontdek, gegee 'n plaaslike agtergrond. Die gene interaksie is beraam op grond van die topologie van die netwerk struktuur veroorsaak deur die gesamentlike voorkoms gene. In elk van die voorgenome gevalle word ons hipotese vermoedelik ondersteun deur die beraamde gene interaksies in terme van huidige biologiese kennis na te vors. Die verskillende metodes wat hier toegepas is, modelleer verskillende aspekte van die interaksies tussen gene met betrekking tot die datastelle wat ons ondersoek het. In die geteikende benadering blyk dit asof ons vermeemde interaksies beraam gebaseer op die ooreenkoms van biologiese funksies. Waar die a eide gene interaksies moontlik gebaseer kan wees op funksionele ooreenkomste tussen die verskeie gene. In die analise gebaseer op die tussen modelering van gene groepe, blyk dit asof die verhouding van gene in bekende biologiese substelsels gemodelleer word. Dit blyk of die model gebaseer op die gesamentlike voorkoms van gene die verband tussen groepe van funksionele verbonde gene modelleer om die onderliggende dinamiese eienskappe van die experiment te verduidelik.
Hwang, Jihyun. "Bridge the gap between cognitive attributes and mathematics achievement: which cognitive attributes for mathematical modeling contribute to better learning in mathematics?" Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6145.
Pełny tekst źródłaDu, Buisson Lise. "Machine learning in astronomy". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15502.
Pełny tekst źródłaWaswa, Anne, i Mitchelle Wambua. "Teaching and Learning of Mathematics in Sweden : Methods, Resources and Assessment in Mathematics". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45007.
Pełny tekst źródłaSylne, Vladimir. "Impact of Inclusion Teachers' Mathematics Anxiety and Mathematics Self-Efficacy on the Mathematics Achievement of Learning Disabled Students". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1804.
Pełny tekst źródłaUlrich, Mary Beth Kachur Donald S. "A study of adult participation in mathematics courses as a function of mathematics anxiety and other variables". Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907679.
Pełny tekst źródłaTitle from title page screen, viewed September 26, 2005. Dissertation Committee: Donald S. Kachur (chair), John A. Dossey, Marcia D. Escott, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 97-105) and abstract. Also available in print.
Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14659.
Pełny tekst źródłaThe results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
Chung, Kwai-mo, i 鍾貴武. "Effects of cooperative learning on mathematics performance for students with learning difficulties". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960820.
Pełny tekst źródłaChan, Cho-kui, i 陳祖鉅. "Collaborative learning on Internet: learning applied mathematics through newsgroup on the net". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959957.
Pełny tekst źródła王潤和 i Yun-wo Chris Wong. "Establishing a virtual learning community for on-line collaborative learning on mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125651X.
Pełny tekst źródłaChung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.
Pełny tekst źródłaChan, Cho-kui. "Collaborative learning on Internet : learning applied mathematics through newsgroup on the net /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057428.
Pełny tekst źródłaWang, Chih yoa. "Secondary School Teachers’ Conceptions of Mathematical Proofs and Their Role in the Learning of Mathematics". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40462.
Pełny tekst źródłaVerwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2010.
Science, Mathematics and Technology Education
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Linsell, Chris, i n/a. "Learning algebra in an activity-based mathematics programme". University of Otago. Department of Mathematics & Statistics, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061016.161725.
Pełny tekst źródłaBateman, Mark. "The mathematics learning experiences of four immigrant students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21058.pdf.
Pełny tekst źródłaAshfeild, Jean E. "Learning to Teach Primary Mathematics : A Case Study". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518192.
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