Дисертації з теми "Math teaching and learning"
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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.
Повний текст джерелаMcBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.
Повний текст джерелаJones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.
Повний текст джерелаStrohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.
Повний текст джерелаGeorge, John H. "Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586.
Повний текст джерелаZhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
Повний текст джерелаUnobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
Повний текст джерелаOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
Повний текст джерелаMonye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.
Повний текст джерелаU.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.
Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.
Повний текст джерелаGreene, Sunny. "Community College Basic Skills Math Instructors" Experiences With Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2353.
Повний текст джерелаOkundaye, Moriamo. "Measuring Community College Math Students Self-Report of Learning Engagement when Interactive Whiteboards Are Used in Classroom Teaching." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685901.
Повний текст джерелаTechnology is becoming an important tool in the field of education, especially in post-secondary studies. Higher education in the 21st century age of technology is impacted greatly by instructional technology. The problem addressed in this study was the integration of technology as a teaching tool in community college math classrooms is not yet being fully embraced and funded despite the vital tool technology has become in mathematics. The purpose of this quantitative study was to gather data on community college math students’ degree of learning engagement when interactive whiteboards are used in the classroom. The sample used in the study was a convenience non-probability sample of approximately n = 100 community college students selected from four classrooms of two different math courses at the study site where smart boards are used in the math classes. The quantitative data collection method used in the study was a 13-item survey with a 4-point Likert scale ranging from strongly agrees to strongly disagree. Surveys were collected and an analysis was conducted to determine the degree, if any, of math students’ self-report of learning engagement when whiteboards are used in the classroom. The results of this study showed that the respondents self- reported an increase in learning engagement in classrooms equipped with interactive whiteboard technology. In addition, this study revealed no significant differences in the findings from two separate independent groups. The findings propose the indications for further practice is the use of interactive whiteboard in math courses. The study findings also indicate a need for future research investigating the research question in other settings. Further, the need for research to investigate methods to increase professional development for instructor’s usage was also indicated.
Lu, Yaomingxin. "A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461285925.
Повний текст джерелаGromilovitz, Kathleen. "Perceptions of Faculty Using MyMathLab in Traditional, In-Seat Math Classes." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6209.
Повний текст джерелаBlackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
Повний текст джерелаMarks, Lori J., Mollie E. Bellows, and Tina M. Hudson. "Take the Route to Effective Instruction: Evidence-Based Practices in Math Education for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3520.
Повний текст джерелаSessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.
Повний текст джерелаFigueiredo, Carlos Manuel da Silva. "E-learning Imersivo - Atividades na perspetiva da primeira pessoa." Master's thesis, Universidade de Évora, 2022. http://hdl.handle.net/10174/31202.
Повний текст джерелаMarzilli, Michael Dean, and Michael Howard Minier. "The use of manipulatives and thematic units to aid with learning, to create interest, and to increase involvement for at-risk students in consumer math." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1473.
Повний текст джерелаJohansson, Rebecka. "Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569.
Повний текст джерелаTo hear someone expressing their dislike for math isn’t uncommon. In this paper different factors influencing peoples’ negative emotions related to mathematics are examined. First, the phenomena math anxiety, and different perspectives on learning, is described. Then, this study’s results are presented. Data was collected through a systematic literature review. The material was then analysed by a content analysis. This study is a survey, and the results are presented both in a table and in textual form. The discovered affective factors were categorized into six different groups, which are: cognitive processes, teachers, parents, genetics, gender and emotions connected to self-image. The results show that it’s impossible to point out one single factor that alone affect people’s negative emotions related to mathematics. Rather, it’s a co-operation between many factors. To conclude, the consequences on teaching are discussed, and suggestions on areas for further studies are given.
LoPresto, Kevin Daniel. "Storied Beliefs| Looking at novice elementary teachers' beliefs about teaching and learning mathematics through two different sources, math stories and the IMAP survey." Thesis, The University of Texas at Austin, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684163.
Повний текст джерелаThis study examined the relationship between beliefs found using the Integrated Mathematics and Pedagogy (IMAP) project beliefs survey and the beliefs found in math stories of eight novice (less than two years teaching) elementary school teachers. The stories were coded for the same beliefs used in the IMAP survey. As in the IMAP survey, the strength of evidence of the belief was assigned numerical values, zero through three, indicating virtually no evidence to very strong evidence respectively. Results showed that specific beliefs could be found in math stories, yet not always at the same level of strength as the IMAP survey. This indicates that each conveys differing views on the teachers' beliefs, and thus provides more detailed pictures of the teachers' beliefs. The details include a sense of the trajectory of development of teachers' beliefs from student to teacher that the IMAP survey does not. The math stories also provide evidence of the role of emotion in the formation and entrenchment of beliefs.
Simsek, Orhan. "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6390.
Повний текст джерелаPatrick, Linda Denise. "Professional Learning Community Dimensions in a North Texas Elementary School’s Culture and Their Impact on Reading and Math Student Growth Scores." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801961/.
Повний текст джерелаWhite, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.
Повний текст джерелаButler, Mark D. "THE EFFECTS OF EMBEDDING FORMATIVE ASSESSMENT MEASURES IN A PROBLEM--BASED LEARNING MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/11.
Повний текст джерелаPereira, Priscilla Régia de Castro. "Os problemas no ensino-aprendizagem dos conteúdos de cartografia com bases matemáticas: uma avaliação no âmbito da disciplina de geografia do 6º ano na rede pública de ensino de Anápolis, Goiás." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tede/3158.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The difficulty on teaching-learning of Cartography is already a proven fact, by the multiples scientific works developed in the area. However we noticed that face of these difficulties, there was a featured point: The math’s influence on learning of some primordial contents of Cartography (World-Time, Geographic Coordinates and Scale). Understanding how actually this influence occurred was the guiding principle of the search. Lots of inquiries surround this problem. Why the students - as much of Basic Education as Superior - show so much difficulty on learning these contents of own Cartography which are present on Geography? In which time of the process of learning this problem occurs? What occurs on math teaching that make the students to acquire a certain aversion for this area of knowledge? Why the teachers of Basic Education face difficulties to teach that contents? Is the way those contents have been given a significant factor in the genesis of the problem? Are there methods that can minimize this difficulty faced by Teachers and Students? To answer these questions we proposed as general objective the investigation of the causes of the difficulties of teaching-learning of the contents of Cartography, linked to Math (Scale, World-Time and Geographic Coordinates) in the 6º year of Basic Education. And we define the following specific objectives: Identify the main difficulties faced by the teachers of Geography from Public Schools of the 6º year of Basic Education in Anápolis (GO) on teaching the contents of Cartography with Math basis; verify the causes of the limited learning of these contents by the students of 6º year of Basic Education from Public Schools of Anápolis (GO); to diagnose e evaluate the present contents of Cartography in the didactic books of Geography adopted by the scholar unities that were part of the search and show action proposes to alleviate the problems that generate the limitation on learning the contents of Cartography with Math basis. To meet all the proposed objectives, we used the following methodologies: bibliographic searching, interviews, application of questionnaires, systematic observation of classes, analysis of didactic books and application of a course. We concluded that there is in fact a difficulty on teaching-learning of the cartographic contents linked to Math and this difficulty is linked not only to the unpreparedness of teachers of Geography with Cartography and Mathematics contents but also in the limited basis of the students related to Math which is associated to work developed in classroom in past years that reflect on Cartography. Lastly we accomplished the aim of the work: inquires to the real causes of the problem, opening the ways for methods that can alleviate them, like the application of courses to the teachers like a way of professional improvement.
A dificuldade havida no processo de ensino-aprendizagem da Cartografia já é um fato comprovado mediante os vários trabalhos desenvolvidos na área. Porém notamos que, em face dessas dificuldades, havia um ponto que se destacava: a influência da Matemática no aprendizado de alguns conteúdos primordiais da Cartografia (fuso horário, coordenadas geográficas e escala). Entender como, de fato, essa influência ocorria foi o princípio norteador da pesquisa. Muitos questionamentos rondam esse problema. Por que os alunos — tanto da Educação Básica quanto do Ensino Superior — demonstram tanta dificuldade na aprendizagem desses conteúdos próprios da Cartografia presentes na Geografia? Em que momento do processo de ensino esse problema sucede? O que ocorre no ensino da Matemática que leva os alunos a adquirirem certa aversão a tal área do conhecimento? Por que os professores da Educação Básica enfrentam dificuldades em ensinar tais conteúdos? A forma como esses conteúdos têm sido ministrados é um fator relevante na gênese do problema? Existem métodos que possam minimizar a dificuldade enfrentada por professores e alunos? Para que esses questionamentos fossem respondidos, propusemos como objetivo geral a investigação das causas das dificuldades de ensino-aprendizagem dos conteúdos de Cartografia, ligados à Matemática (escala, fuso horário e coordenadas geográficas), no 6º ano do Ensino Fundamental. E definimos os seguintes objetivos específicos: identificar as principais dificuldades enfrentadas pelos professores de Geografia de escolas públicas do 6º ano, da rede pública de Anápolis (GO), em ensinar os conteúdos de Cartografia com base matemática; verificar as causas da deficiente aprendizagem desses conteúdos pelos alunos do 6º ano das escolas públicas de Anápolis; diagnosticar e avaliar os conteúdos de Cartografia presentes nos livros didáticos de Geografia adotados pelas unidades escolares participantes da pesquisa e apresentar proposta de ações para minorar os problemas que acarretam a deficiência na aprendizagem dos conteúdos de Cartografia com bases matemáticas. A fim de que fossem cumpridos todos os objetivos propostos, utilizamos das seguintes metodologias: levantamento bibliográfico, entrevistas, aplicação de questionários, observação sistemática de aulas, análise de livros didáticos e aplicação de um curso. Conclui-se que, com efeito, há uma dificuldade no ensino-aprendizagem dos conteúdos cartográficos ligados à Matemática e que ela está ligada não somente ao despreparo dos professores de Geografia quanto à Cartografia e à Matemática, mas também à falta de base dos alunos em relação à Matemática, o que está associado ao trabalho desenvolvido em sala de aula nos anos anteriores e que acaba refletindo na Cartografia. Por fim, cumprimos o intuito do trabalho: inquirirem-se as reais causas do problema, abrindo caminhos para métodos que possam abrandá-lo, como a aplicação de cursos aos professores como forma de aprimoramento profissional.
Townsend, Andrea. "A Program Evaluation of My MathTM: Improving Student Computational Fluency Through Inquiry-Based Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/313.
Повний текст джерелаTee, Andrew. "Chinese whispers : an investigation into the language of the mathematics classroom." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365091.
Повний текст джерелаKofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.
Повний текст джерелаCannaday, Billy K. "A comparative study of the relative effectiveness of computer assisted instruction, cooperative learning and teacher directed instruction on improving math performance of low achieving students." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/74782.
Повний текст джерелаEd. D.
Lolli, Melanie G. "The Views of High School Geometry Teachers regarding the Effect of Technology on Student Learning." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336410657.
Повний текст джерелаSylne, 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.
Повний текст джерелаSilva, Jozeildo José da. "O software régua e compasso como recurso metodológico para o ensino de geometria dinâmica." Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1702.
Повний текст джерелаThis dissertation aims to investigate the use of software Ruler and Compass as a methodological resource for teaching geometry. The study was on theoretical base the Van Hielle‟s Model, the Meaningful Learning Theory (AUSUBEL, 2003) and the Construcionist Theory (PAPERT, 1994) linked to studies on the Dynamic Geometry (ZULATTO, 2002; GRAVINA, 1996, Cowper, 1994). The research was based on the difficulty of identifying and exploiting these properties in geometric patterns observed in static printed material such as textbooks. The research universe was formed for two public schools and one of these schools the research was conducted with students and in other school the research was conducted with teachers. The research involved a multiple case study using participant observation was conducted in two stages. The target audience of the research was formed by students of the 7th year of elementary school and teachers math of public schools. The results of the research show that there is an enormous need regarding the teaching of geometry founded on the manipulation of geometric figures to explore their properties and elements. The research also revealed that from the use of the software Ruler and Compass students have become more interactive and that during use they were challenged to conjecture, validate hypothesis and verify properties present in geometric figures. The study allowed us to observe that most of the teachers participating in the research are considered prepared for the use of new technologies in teaching mathematics, but that the school needs to adapt to such developments.
Esta dissertação tem como objetivo investigar o uso do software Règua e compasso , como recurso metodológico para o ensino de Geometria. O estudo teve como base teórica o Modelo de Van Hielle, a Teoria da Aprendizagem Significativa (AUSUBEL, 2003) e a Teoria Construcionista (PAPERT, 1994), atreladas aos estudos sobre a Geometria Dinâmica (ZULATTO, 2002; GRAVINA, 1996; COWPER, 1994). A pesquisa partiu da dificuldade de identificar e explorar as propriedades presentes em figuras geométricas estáticas, observadas em material impresso, como os livros didáticos. O universo da pesquisa foi constituído por duas escolas públicas. Em uma delas, a pesquisa foi realizada com alunos, e na outra, com professores, e englobou um estudo de caso múltiplo, com observação participante, realizada em duas etapas. Seu público alvo foi constituído por alunos do 7º ano do Ensino Fundamental e professores de Matemática de escolas públicas. Os resultados da pesquisa apontaram que há uma grande necessidade, no que tange ao ensino de geometria, pautado na manipulação de figuras geométricas para exploração de suas propriedades e elementos. A pesquisa ainda revelou que, por meio do uso do software Règua e compasso , os alunos se tornaram mais interativos e foram desafiados a conjecturar, validar hipóteses e verificar propriedades presentes em figuras geométricas. O estudo permitiu observar que grande parte dos professores participantes da pesquisa se considera preparada para o uso de novas tecnologias no ensino de matemática, mas que a escola precisa se adequar a tais avanços.
Pausigere, Peter. "CHALLENGES AND POSSIBILITIES IN EMERGENCY EDUCATION: INSIGHTS FOR MATHS TEACHING AND LEARNING AT A JOHANNESBURG REFUGEE SCHOOL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82956.
Повний текст джерелаAustin, Pamela Winifred. "The family maths programme: facilitators' ability to implement inquiry-based teaching and learning with learners and parents." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/471.
Повний текст джерелаColaço, Walber Santiago. "Movimento da matemática moderna aos tempos atuais: uma análise de livros didáticos sobre explicitação e exploração das propriedades das operações." Universidade Estadual da Paraíba, 2010. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1651.
Повний текст джерелаThis research work analyzed six collection of text books, three of them from the time of Modern Mathematics Movement and the other three from nowadays. We seek to analyze the most used text books of both times. The analyzes was based in concepts and argumentation as cathegories of analysis on operation proprieties. Some of the findings have shown that in the time of Modern Mathematics Movement there was more explication of the operation proprieties in the text books, by making the student to be aware of them, avoiding then a comprehension without mathematical foundation. On the other hand, the nowadays text books have shown lack, most of the time all, of mathematical explication for the student to be aware of, and understand mathematically speaking, why of certain mathematical steps in problem solving which involve operation proprieties. The research findings lead us to suggest that History of Modern Mathematics Movement be taken in Initial Mathematics Teacher Education as nowadays teachers are not aware of this Movement. This suggestion is based in our belief of the need of mathematical formality, along with content contextualization present today, for a stronger mathematical education.
Esta pesquisa de mestrado consiste em analisar seis coleções de livros didáticos, sendo três deles da época do Movimento da Matemática Moderna e outros três dos tempos atuais. Procuramos analisar livros didáticos os mais usados em ambas as épocas. A análise dos mesmos está baseada em conceitos e argumentações como categorias de análise sobre as propriedades das operações. Alguns dos resultados mostram que na época do Movimento da Matemática Moderna havia uma maior explicação das propriedades nos livros, fazendo com que o aluno se apercebesse das propriedades das operações, evitando assim uma compreensão sem fundamento matemático. Já livros didáticos dos tempos atuais têm mostrado ausência, por muitas vezes completa, de explicações de teor matemático para que o aluno esteja a par, e entenda matematicamente, o porquê de certas passagens matemáticas na resolução de problemas que envolvam propriedades das operações. Os resultados obtidos nos levam a sugerir que seja inserida a história do Movimento da Matemática Moderna nos cursos de Licenciatura em Matemática, pois professores da atualidade não conhecem esse Movimento. Tal inserção baseia-se em nossa crença sobre a necessidade da formalidade matemática, juntamente com a contextualização dos conteúdos hoje presentes, para uma educação matemática fortalecida.
Lucion, Paula. "A ORGANIZAÇÃO DO ENSINO DE MATEMÁTICA NO CONTEXTO DE INCLUSÃO." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7234.
Повний текст джерелаEste trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa ―Formação, Saberes e Desenvolvimento Profissional‖ do programa de pós-graduação em educação da Universidade Federal de Santa Maria (UFSM). Pautou-se em estudos relacionados à formação do professor que ensina matemática no contexto de inclusão, procurando contextualizar a educação especial no cenário brasileiro. Para tanto, envolveu, principalmente, os pressupostos teóricos norteadores da teoria histórico-cultural, da teoria da atividade e da atividade orientadora de ensino (AOE). Possuiu como questão investigativa: quais elementos se mostram como relevantes para a organização do ensino voltado para a apropriação do conceito de número no contexto de inclusão? E visando respondê-la, o objetivo principal investigou a organização do ensino para a apropriação do conceito de número no contexto de inclusão. A fim de contemplá-lo, enfocou-se o movimento de organização do ensino direcionado a duas alunas incluídas no 2º ano do Ensino Fundamental, que possuíam dificuldades quanto à apropriação do referido conceito. As ações de investigação foram dinamizadas numa sala de recursos pertencente a uma escola da rede pública estadual localizada no município de Pinhal Grande/RS, espaço onde a professora de educação especial organiza e propõe o atendimento educacional especializado. Nesse sentido, propôs-se uma unidade didática composta por duas atividades de ensino que seguiam a perspectiva da AOE, sendo delineadas por diferentes situações desencadeadoras de aprendizagem. Os dados foram coletados a partir de uma ficha investigativa, do diário de campo, da gravação em áudio e vídeo e de registros fotográficos. Já a análise, realizada a partir de episódios, estruturou-se em três momentos: 1) a organização da professora-pesquisadora; 2) ―Camila, a menina que colore desenhos‖ uma proposta envolvendo a correspondência um a um e, 3) ―Uma tarde de verão divertida‖ o agrupamento de quantidades em destaque. Nos estudos realizados em anais de eventos, encontramos indicativos de um aumento gradativo no número de publicações relativas ao processo de ensino e aprendizagem da matemática no contexto de inclusão, mas ainda assim, é evidente a carência de estudos acerca da formação de professores nesse contexto. Ainda de acordo com os dados, na organização do ensino de matemática no contexto de inclusão é imprescindível que o professor: conheça as dificuldades e potencialidades dos alunos; aproprie-se do movimento lógico-histórico do conceito que vai trabalhar; insira-se em ações que lhe permitam o compartilhamento de ações com seus pares; oriente-se a partir de uma sólida proposta teórico-metodológica. Para a aprendizagem da matemática nesse contexto, evidencia-se a colaboração entre pares; a mediação do professor atuando na zona de desenvolvimento proximal a partir da compreensão de que todos têm capacidades de desenvolvimento; o aspecto lúdico das ações desenvolvidas; a realização de adequações devido às características que são apresentadas pelos alunos. Também foram encontrados indícios de que a AOE, a partir de seus pressupostos teórico-metodológicos, pode se converter em um modo geral de ação de organização do ensino para o professor de educação especial que atua em sala de recursos.
Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
Повний текст джерелаMedeiros, Jozan. "Uma abordagem de ensino de números reais." Universidade Estadual da Paraíba, 2010. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1655.
Повний текст джерелаThis research was the development of a didactic approach in its implementation and evaluation in a class of 3rd year of high school, the purpose of developing real numbers with the goal of enabling students to acquire knowledge on the sets of numbers, both formative and functional Recommended official documents for basic education, plus a teaching module, containing texts, educational activities, methodology and a proposal for evaluation. From the assumption that students have difficulties in articulating the different sets of numbers, both in relation to cognitive aspects such as the representational, this approach was developed following the model suggested by Ulrich Christiansen, who uses the line number as the context articulator, enriched with situations and problems of mathematical history, seeking to associate numbers to geometry and algebra. The results of the implementation of educational module was analyzed using the students' participation in the activities performed during the didactic analysis of data obtained from a pretest and a posttest on the cognitive domain and representational of the students, as well as by direct observations, indicating its suitability to the proposed objectives.
Esta pesquisa consistiu no desenvolvimento de uma abordagem didática, na sua aplicação e avaliação em uma turma do 3º ano do Ensino Médio, visando à construção dos números reais com o objetivo de possibilitar ao aluno apreender conhecimentos sobre os conjuntos numéricos, tanto formativos como funcionais recomendados pelos documentos oficiais para a educação básica, acrescida de um módulo de ensino, contendo textos, atividades didáticas, metodologia e uma proposta de avaliação. A partir da hipótese de que os alunos apresentam dificuldades em articular os diferentes conjuntos numéricos, tanto no que se refere aos aspectos cognitivos como aos representacionais, esta abordagem foi elaborada seguindo o modelo sugerido por Ulrich Christiansen, que utiliza a reta numérica como contexto articulador, enriquecida por situações problemas e da história da matemática, procurando associar números a geometria e à álgebra. Os resultados da aplicação do módulo didático foram analisados por meio da participação dos alunos nas atividades realizadas durante a intervenção didática, da análise dos dados obtidos a partir de um pré-teste e de um pós-teste sobre o domínio cognitivo e representacional dos alunos, bem como por observações diretas, indicando a sua adequação aos objetivos propostos.
Oliveira, Hélder Alves de. "Planilha eletrônica Excel e a matemática: Desenvolvimento de aplicativo para o ensino de matriz." Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1773.
Повний текст джерелаThis paper aims to present the results of a qualitative research focused on the case study method, in which TICs have been used, following the assumptions of constructivist theory created by Seymuor Papert, in order to introduce the basic concepts of matrix algebra by using the Excel Spreadsheet software developed by Microsoft Corporation. To conduct the survey used the OA (Learning Objects) and a short course, and to introduce the concepts of addition, multiplication, and calculating the inverse of a given matrix, so that students could observe their applications in solving problems in context and launch hand this feature to solve systems of linear equations. Subsequently, we analyzed through a questionnaire, it showed that the majority of students, about seventy percent, considered attractive methodological proposal, demonstrating an interest in satisfying the content presented through technology. In this work, we infer a methodology for using Excel software in the teaching of matrix algebra.
Este trabalho tem como objetivo apresentar os resultados de uma pesquisa qualitativa, voltada para a modalidade estudo de caso, na qual foram utilizadas as TICs, seguindo pressupostos da Teoria Construcionista criada por Seymuor Papert, com a finalidade de introduzir os conceitos básicos da álgebra de matrizes por meio da utilização do software Planilha Eletrônica Excel desenvolvido pela Microsoft Corporation. Para a realização da pesquisa utilizamos o OA (Objeto de Aprendizagem) e um minicurso, procurando introduzir os conceitos de soma, multiplicação e cálculo da matriz inversa de uma matriz dada, para que os discentes pudessem observar suas aplicações na resolução de problemas contextualizados e lançar mão desse recurso para resolver sistemas de equações lineares. A posteriori, fizemos uma análise através de um questionário, o mesmo revelou que a maioria dos discentes, cerca de setenta por cento, considerou atraente a proposta metodológica, demonstrando um interesse satisfatório pelos conteúdos apresentados por meio da tecnologia. Neste trabalho, inferimos uma proposta metodológica para utilizar o Software Excel no ensino da álgebra de matrizes.
Palmer, Velma. "The effectiveness of technology integration in mathematics on the achievement and attitudes of fifth and sixth grade limited English proficient students." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/707.
Повний текст джерелаFleming, Hannah. ""What if I get it wrong?" : a psycho-social enquiry into SENCOs' experiences of learning, doing and teaching maths." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17739/.
Повний текст джерелаWarrington, P. "Teaching and learning practices and reported experiences of teachers and students in high, middle and low ability maths classes." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1575475/.
Повний текст джерелаDuffield, Ruth J. "Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79675.
Повний текст джерелаEvangelopoulou, Polyxeni. "A case study on Maths Dance : The impact of integrating dance and movement in maths teaching and learning in preschool and primary school settings." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117682.
Повний текст джерелаSoares, Fernanda Chaves Cavalcante. "O ENSINO DESENVOLVIMENTAL E A APRENDIZAGEM DE MATEMÁTICA NA PRIMEIRA FASE DO ENSINO FUNDAMENTAL." Pontifícia Universidade Católica de Goiás, 2007. http://localhost:8080/tede/handle/tede/1201.
Повний текст джерелаThe following project integrates into the Research Group of Historic-Cultural Theory and pedagogical activities of the activities of the Education Theory and Pedagogical Process Research Center from the post-graduation program of the Catholic University of Goiás. The research has as object of work the teaching of mathematics for the elementary stages. It came out from the thought that the difficulties of learning mathematics are due to a variety of factors, especially the bad standard of teaching in use nowadays. Therefore, the main point of the research is: How can the teaching of math be developed so that it assures effective learning? The project is based on the teory created V. V. Davydov. The research has as main aim, elaborate and improve the stages of the learning process, so that we will have an easy and effective learning of a math subject. The specified goals were: Verify the learning quality of the students, identify the advantages and possible difficulties with the use of this methodology of teaching. The research consisted of an experience done with elementaryschool students of a municipal school in Goiânia. Data was collected by observations and research done on school documents. The subject of the experience was to divide numbers. The difficulties found during the process were due to the bad level of learning and cognitive development of the pupils in other areas like reading, writing, and text interpretation. The principal contribution of this project consisted of demonstrating that, despite the difficulties and limitations in many areas of students school-life, it is possible to use methods based on the Development-teaching and cause changes that lead students to better results on math learning.
O presente trabalho integra o Grupo de Pesquisa Teoria Histórico-Cultural e práticas pedagógicas da Linha de Pesquisa Teorias da Educação e Processos Pedagógicos, do Programa de Pós-graduação Stricto Sensu da Universidade Católica de Goiás. Nesta investigação teve-se como objeto o ensino e a aprendizagem de matemática nas séries iniciais. Partiu-se do pressuposto de que as dificuldades de aprendizagem de matemática resultam de uma multiplicidade de fatores, sendo um deles a insuficiência do modelo de ensino vigente para causar impacto positivo na qualidade da aprendizagem dos alunos. Assim, a questão central da pesquisa foi a seguinte: como organizar o ensino de matemática para que ocorra melhor aprendizagem dos alunos? Buscou-se então na Teoria do Ensino Desenvolvimental formulada por V. V. Davydov um aporte para tentar responder a esta questão. Nesta pesquisa destacou-se como objetivo geral propor e implementar as etapas do ensino desenvolvimental para a aprendizagem de um objeto de conhecimento da matemática. Os objetivos específicos foram assim definidos: verificar a qualidade da aprendizagem dos alunos em relação ao conceito nuclear do objeto estudado; identificar as vantagens e possíveis dificuldades no uso da metodologia de ensino proposta por Davydov. A pesquisa, de abordagem qualitativa, consistiu num experimento didático realizado em uma turma do Ciclo 2 de uma Escola Municipal de Goiânia. Os dados foram coletados por meio de observação direta não-participante, pesquisa em documentos da escola e experimento didático. O conteúdo específico do experimento didático foi a divisão de números naturais. Foram elaborados, organizados e realizados procedimentos de ensino visando à aprendizagem desse conteúdo. A análise dos dados evidenciou os seguintes resultados: - por meio desses procedimentos, quase totalidade dos alunos conseguiu alcançar a aprendizagem do conceito ensinado divisão de números naturais , pela formação do pensamento teórico; - as dificuldades na realização do ensino desenvolvimental foram decorrentes do baixo nível de aprendizagem e de desenvolvimento cognitivo dos alunos em outros conteúdos, tais como, leitura, escrita e interpretação de texto, além da fragilidade constatada em relação a habilidades e conteúdos específicos de matemática. A principal contribuição desta pesquisa consistiu em mostrar que, apesar das dificuldades e limitações de diversas ordens presentes na escola e na vida escolar dos alunos, é possível utilizar os procedimentos baseados na teoria do ensino desenvolvimental e provocar mudanças que conduzem os alunos a melhores resultados na aprendizagem de matemática.
Liu, Shu Lan, and 劉淑蘭. "Study on Teachers' Learning and Teaching in Math Classrooms." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19789248220122543772.
Повний текст джерела國立臺東大學
教育研究所
93
Study on Teachers’ Learning and Teaching in Math Classrooms Abstract The purpose of this study is to explore the situation of an elementary school that teachers’ math knowledge and teachers’ math-teaching knowledge were displayed in math classrooms. The contents of this study include teachers’ depth of understanding in the teaching materials of fractional as well as the applications of teachers’ math- teaching methods, e.g. teaching procedures and ways, setting questions,discussing activities, and the uses of surface features and connections. The method of this study was employed by using the qualitative research method. The data came from classroom observation, teacher interviews, and analysis of related documents. And the contents for teacher interviews were conducted by using the questionnaires of self-edited “Teachers’ Math knowledge” and “Teachers’ Math-teaching knowledge” to realize the teacher’ subject knowledge in math as well as the knowledge of teaching math .In order to boost the effectiveness of this study, all data had been corrected through triangle-revises, and it was expected to really show the teachers’ primitive teaching conditions in math classroom. The results of this study revealed the fact that some teachers were situated on the low level of understanding fractional teaching materials; their concepts for fraction were not complete; they were not clear enough on fractional teachers’ materials. It showed that their teaching knowledge was insufficient. On the aspect of the application of math-teaching methods, however, this study discovered most of the teaching patterns were established on teacher-based activities, such as lectures, one-way replies, writing assignments. Their teachings were short of question-based activities, e.g. discussion, team learning, problem-solving, or presentation. They lacked creativity on setting questions and most of them came from texts. Although concrete objects and abstractive signals could be seen for the uses of connections, most of them did not come from the teacher’ concrete and deeply connective direction. As for handling the missing conception of fraction, most of the teachers were not able to prevent it in advance and also find it in teaching until test were taken. Few of then found the way to handle the missing conception is to give more positive and negative example and do more concrete exercises as well as the connective activities with abstractive signals. This study also reveals that teachers who are weaker in Math knowledge express lower performance in Math teaching knowledge. Their teachings are considered boring in classroom observation, focusing only on lecture and writing assignments. Teachers who are stronger in Math knowledge express better performance in Math teaching knowledge. Their teachings are considered active in classroom observation, focusing on more discussion, team learning and problem-solving activities. Lastly, the researcher made self-examination and criticism based on the processes and discoveries of this study, also, provided suggestions toward improvements in elementary school Mathematics teaching difficulties.
Yu, Kuan-Hung, and 尤寬宏. "Research for Lesson study math teaching promoting students learning interest." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/65590463022030996905.
Повний текст джерела(11225625), Sue Ellen Richardson. "MAKING MATH REAL: EARLY CHILDHOOD TEACHERS EXPERIENCES LEARNING AND TEACHING MATHEMATICS." Thesis, 2021.
Знайти повний текст джерелаEarly childhood teachers pursuing associate degrees often repeated the college algebra course, demanding, “Why do we have to take this? We don’t teach algebra!” Expectations for their training were not well-aligned with their mathematics preparation or teaching work. I have taught the mathematics courses and young children and have worked for an early childhood practice, policy, and research agency. I wanted to learn about these teachers’ experiences as mathematics learners and teachers, with a goal to share the complex nature of their work with teacher educators and other stakeholders to identify better avenues for their mathematics training. I explored the questions: (1) What role, if any, do mathematical learning experiences play in early childhood teachers’ mathematics teaching practice? (2) In what ways do their voices contribute to the professional dialogue regarding teaching mathematics with young children?
Dewey’s (1938/1998) experience construct provided lenses to examine early childhood teachers’ experiences learning and teaching mathematics. Continuity, interaction, social control, freedom, purpose, and subject matter provided insights and situated teachers’ experiences within a disparate patchwork of settings and policies. Two family childcare providers participated in this narrative inquiry (Clandinin & Connelly) through an interview on their experiences learning and teaching mathematics and three classroom observations. After analyzing data for Dewey’s (1938/1998) experience constructs, I used narrative analysis (Polkinghorne, 1995) and teaching images (Clandinin, 1985) to write an emplotted narrative for each teacher, Josie and Patsy.
Josie told a turning point story (Drake, 2006) of making mathematics “real,” influencing her mathematics teaching practice as she integrated “real” mathematics into everyday activities. Patsy’s appreciation for mathematics and building was seen in her story of a child explaining he used the wide blocks for his base, elaborating, “He's telling me HOW he's building.” While Josie and Patsy had few opportunities to learn about teaching mathematics with young children, they were eager to learn. I propose a training for early childhood teachers, iteratively working as a group to investigate a personal mathematics teaching puzzle or celebration, building on their mathematical personal practical knowledge. Adding my own story to those of the teachers, like Josie’s and Patsy’s, of our work together, will add to my understanding and development of my practice as a curriculum maker (Clandinin & Connelly, 1992), as early childhood teachers’ voices contribute to the professional dialogue about teaching mathematics with young children.LIU, WEN-CHIEN, and 劉文倩. "Action Research for Teaching Math in Elementary School in Learning Community." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86160229548202645034.
Повний текст джерела國立臺北教育大學
課程與教學研究所
104
This study adopts the action research. The study aims at exploring the influences under the process of mathematics teaching in learning community, which including: 1. The method for teacher to combine listening-connecting-returning in class. 2. The conversation and discussion within students. 3. The changes of students’ learning effects after class. The objects of this study are the twenty-eight fifth graders in Liang-Liang Elementary School in New Taipei City. The main conclusions of this study are: 1. The teacher can guide the students to learn to listen by using some strategies, such as seat arrangement, classroom rules and teacher’s demonstration. The teacher can enhance students’ cognitive structure by combining the solving procedure from different groups. 2. Under the discussion, students interact with each other by reviewing the question together, discovering the clues, converting the texts to mathematical symbols, taking turns to illustrate and asking for help. 3. The mathematics teaching is efficient in promoting students’ learning by learning community. Based on the above conclusions in this research, here are some suggestions to those who want to become educators in the future: 1. Teachers shall let the students play the role of themselves and get back their dominant power on learning. 2. Teachers shall have the ability to convert the content of textbook into students learning. Course is the life process that teachers and students have experienced together. 3. Please try to open your heart and walk out of the classroom to seek the assistance from your collaborative partners and teachers. In the end, this study hopes to inspire the present teachers and to provide some references to relative researches. It is expected that our education can arise students’ learning passion, enthusiasm and active learning.