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Dawkins, George R. "Interactive teaching in mathematics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21235.pdf.
Pełny tekst źródłaSegarra, Escandón Jaime Rodrigo. "Pre-service teachers' mathematics teaching beliefs and mathematical content knowledge". Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671686.
Pełny tekst źródłaEl estudio del conocimiento matemático y las creencias de la eficacia de la enseñanza de las matemáticas en la formación inicial de los futuros maestros es fundamental, ya que influye en el rendimiento académico de los estudiantes. El objetivo de esta tesis es estudiar tanto el conocimiento matemático inicial de los futuros maestros como sus creencias sobre la eficacia matemática y su actitud hacia las matemáticas. Para cumplir con el objetivo se realiza varias investigaciones. Primero, se estudia los conocimientos iniciales de números y geometría de los estudiantes de primer año del Grado de Educación Primaria en la Universidad Rovira y Virgili (URV). En segundo lugar, se estudia las creencias de la eficacia de la enseñanza de las matemáticas de los futuros maestros a lo largo del grado. Tercero, esta Tesis compara la autoeficacia y la expectativa de resultados de la enseñanza de las matemáticas de futuros maestros, maestros novatos y maestros experimentados. Cuarto, se estudia la relación entre las creencias de la enseñanza de las matemáticas, la actitud hacia las matemáticas y su rendimiento académico. Quinto, se estudia la influencia de los factores experiencia docente, nivel de educación y nivel de enseñanza, sobre las creencias de la eficacia de la enseñanza de las matemáticas en maestros en servicio. Finalmente, se compara la autoeficacia de la enseñanza de las matemáticas entre los estudiantes de cuarto año del grado de maestro en la Universidad del Azuay y en la URV. Los resultados de esta Tesis ofrecen información potencialmente importante sobre el conocimiento matemático, las creencias, la autoeficacia de la enseñanza de las matemáticas y la actitud hacia las matemáticas de los futuros maestros y maestros en servicio. Estos resultados pueden ayudar a desarrollar políticas adecuadas para diseñar planes de estudios y también asesorar a los profesores de los grados de maestro en las instituciones de educación superior.
The study of mathematical content knowledge and teachers’ mathematics teaching beliefs of the pre-service teachers is fundamental, since it influences the academic performance of students. The objective of this Thesis is to study the initial mathematical knowledge of pre-service teachers and also their teachers’ mathematics teaching beliefs and their attitude towards mathematics. To meet the objective, various investigations are carried out. First, the initial knowledge of numbers and geometry of first-year students of the primary education degree at the Rovira and Virgili University (URV) is studied. Second, pre-service teachers’ mathematics teaching beliefs are studied throughout the grade. Third, this Thesis compares the self-efficacy and the expectation of results of the teaching of mathematics of pre-service teachers, novice in-service teachers and experienced in-service teachers. Fourth, the relationship between the teachers’ mathematics teaching beliefs, the attitude towards mathematics and their academic performance is studied. Fifth, the influence of the factors teaching level factor and level of training on the teachers’ mathematics teaching beliefs of in-service teachers is studied. Finally, the self-efficacy of mathematics teaching of fourth-year students at the Azuay University and at the URV is compared. The results of this Thesis offer potentially important information on the mathematical knowledge, beliefs, self-efficacy of mathematics teaching and the attitude towards mathematics of pre-service teachers and in-service teachers. These results can help develop policies for curriculum developers and teaching professors at institutes of higher education.
Brown, Gary I. Dossey John A. "Jean D'Alembert, mixed mathematics and the teaching of mathematics". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726500.
Pełny tekst źródłaTitle from title page screen, viewed August 11, 2005. Dissertation Committee: John A. Dossey (chair), Robert K. Ritt, Lawrence C. Eggan, Ira Cohen, Marcia D. Young. Includes bibliographical references (leaves 270-277) and abstract. Also available in print.
GieSinger, Patricia. "Teaching practices and secondary mathematics students' perceptions about mathematics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/MQ51346.pdf.
Pełny tekst źródłaMustoe, Leslie. "Strategies for teaching engineering mathematics". Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.
Pełny tekst źródłaAqeel, Ebtisam. "Evaluating ICT in mathematics teaching". Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/7893.
Pełny tekst źródłaBarham, Jeffrey Clement. "Teaching mathematics to deaf children". Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328555.
Pełny tekst źródłaMoberg, Helén. "Digital tools in mathematics teaching". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30487.
Pełny tekst źródłaWong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics". Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.
Pełny tekst źródłaCardoso, Alexandre Miranda. "Mathematics Teaching Assistants' Reflections on Their First Year Teaching". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.
Pełny tekst źródłaTaylor, Denise. "The role of commercial mathematics schemes in primary mathematics teaching". Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288795.
Pełny tekst źródłaBunning, Kimberly Ann. "The mathematics teaching self: The role of prospective elementary teachers' stories about learning and teaching mathematics". Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273693.
Pełny tekst źródłaKim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.
Pełny tekst źródłaBowers, David Matthew. "Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.
Pełny tekst źródłaÅkesson, 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.
Nivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.
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 źródłaKahle, Diane Kay. "HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861.
Pełny tekst źródłaRampersad, Roger. "Mathematics anxiety and achievement in mathematics 436". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19394.
Pełny tekst źródłaPlayer-Koro, Catarina. "Reproducing Traditional Discourses of Teaching and Learning Mathematics : Studies of Mathematics and ICT in Teaching and Teacher Education". Doctoral thesis, Högskolan i Borås, Institutionen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3622.
Pełny tekst źródłaDisputationen äger rum fredagen den 4 maj 2012, kl. 13.15, Sal Gamma, Hus Svea, IT Fakulteten, Forskningsgången 4, Lindholmen
Graves, 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 źródłaLawlor, M. Catherine. "SLAM, a multimedia mathematics teaching support system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38391.pdf.
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 źródłaViirman, Olov. "The function concept and university mathematics teaching". Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31205.
Pełny tekst źródłaNothdurft, Lyn M. "Teaching for autonomy in senior secondary mathematics". Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.
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.
Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.
Pełny tekst źródła黃裕德 i Yue-tak Wong. "The nature of mathematical knowledge: a phenomenological review and it's implications on mathematics education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196056X.
Pełny tekst źródłaKahle, Diane Kay Borton. "How elementary school teachers mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211122861.
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.
Cooley, Laurel A. "An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79604.
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 źródłaNisbet, Leslie. "Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2193.
Pełny tekst źródłaBreton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners". Thesis, Högskolan Dalarna, Matematik/tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.
Pełny tekst źródłaYin, Yiqun. "Teaching, learning, and exploration". Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/33525.
Pełny tekst źródłaLeung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students". Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.
Pełny tekst źródłaOlsson, Rebecca, Isabell Petersson i Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.
Pełny tekst źródłaKim, Rina. "South Korean elementary teachers' knowledge for teaching mathematics". Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104388.
Pełny tekst źródłaThe purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary teachers' knowledge for teaching affects students' learning, eleven South Korean elementary teachers volunteered to participate in this study. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. A notable conclusion of this study is that Pedagogical Content Knowledge might not be the sum of the other categories of knowledge for teaching mathematics. These findings may be connected to results from relevant studies in terms of the significant role of teachers' knowledge in their mathematics instruction. This study contributes to the existing literature in that it provides empirical bases for understanding teachers' knowledge for teaching mathematics and reveals the relationship among categories of knowledge for teaching mathematics
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
Pełny tekst źródłaFolk, Sandra. "Understanding teaching for understanding in the mathematics classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ45670.pdf.
Pełny tekst źródłaBarnson, M. Patricia. "Perceiving mathematics teaching through the eyes of children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ56111.pdf.
Pełny tekst źródłaLau, Yin-har, i 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.
Pełny tekst źródłaAlghurabi, Yasser Mohammed. "A conceptual e-learning system for teaching mathematics". Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/a-conceptual-elearning-system-for-teaching-mathematics(a5ae6f99-f31e-4f58-9075-2daa9f12911b).html.
Pełny tekst źródłaClement, Lisa Lorraine. "The constitution of teachers' orientations toward teaching mathematics /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9935477.
Pełny tekst źródłaJaworski, Barbara. "Interpretations of a constructivist philosophy in mathematics teaching". Thesis, n.p, 1991. http://ethos.bl.uk/.
Pełny tekst źródłaLau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.
Pełny tekst źródłaWarburton, Rebecca Kay. "Learning through teaching : factors influencing teachers' mathematics knowledge". Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/11886/.
Pełny tekst źródłaDupree, Kami M. "Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments". DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7535.
Pełny tekst źródłaTraise, Amy K. "Mathematics knowledge for teaching and the classroom environment". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87431/1/Amy_Traise_Thesis.pdf.
Pełny tekst źródłaLeung, King-shun, i 梁景信. "Pre-service teachers' attitudes towards mathematics and mathematics education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B30106515.
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