Relevant bibliographies by topics / Curriculum evaluation Mathematics

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  2. Dissertations / Theses
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Academic literature on the topic 'Curriculum evaluation Mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Curriculum evaluation Mathematics"

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.
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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth." Mathematics Teacher 89, no. 5 (May 1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.

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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept of a core curriculum, offering contexts for a variety of types and depths of problems. It is not surprising that the Curriculum and Evaluation Standards points out that students should be able to “apply the process of mathematical modeling to real-world problem situations” (NCTM 1989, 137)
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Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (January 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.
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Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (November 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.
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Elliott, Portia. "One Point of View: Reclaiming School Mathematics." Arithmetic Teacher 37, no. 8 (April 1990): 4–5. http://dx.doi.org/10.5951/at.37.8.0004.

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The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).
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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (February 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.
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Litwiller, Bonnie H., and David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle." Mathematics Teacher 85, no. 7 (October 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.
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Miller, L. Diane. "Preparing Elementary Mathematics-Science Teaching Specialists." Arithmetic Teacher 40, no. 4 (December 1992): 228–31. http://dx.doi.org/10.5951/at.40.4.0228.

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The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.
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Thomas, Christine, and Carmelita Santiago. "Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections." Mathematics Teaching in the Middle School 7, no. 9 (May 2002): 484–88. http://dx.doi.org/10.5951/mtms.7.9.0484.

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Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.
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van den Eeden, Pieter, and Jan Terwel. "Evaluation of a mathematics curriculum: Differential effects." Studies in Educational Evaluation 20, no. 4 (January 1994): 457–75. http://dx.doi.org/10.1016/0191-491x(94)00037-h.

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Dissertations / Theses on the topic "Curriculum evaluation Mathematics"

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Ng'ang'a, Kanyuru Alfred. "An investigtion of adults' interactions centered on children learning mathematics a case of two elementary schools /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Madden, Paul Edward. "Evaluating Mathematics Curriculum from Anti-Colonial and Criticalmathematics Perspectives:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108651.

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Thesis advisor: Lillie R. Albert
This study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this study offers a literature review of the genealogy of Western mathematics’ development in relation to British imperialism and Anglo-American settler colonialism. Working from these historical, linguistic, and philosophical perspectives the anti-colonial mathematics curriculum evaluation framework was constructed, piloted with a Common-Core-aligned 6th grade Eureka Math unit, and then refined. From there, two absolute criterial curriculum evaluations (Kemmis & Stake, 1988), one using the anti-colonial evaluation framework and the other using a criticalmathematics evaluation framework, were completed in relation to a 7th grade Eureka Math unit. Resulting from this process, this study offers two key findings. First, Grande’s (2015) conceptualization of colonialist consciousness can be specified to identify concrete manifestations of colonialist consciousness, which can be meaningfully organized in relation to aspects of curriculum (i.e., goals/objectives, pedagogy, and assessments) and curricular components (e.g., exit tickets). Second, aspects of criticalmathematics theorizations of justice may be fruitfully reconsidered to support the disruption of mathematics educations’ (and its curricular texts’) roles in the propagation of the metaphysical and epistemological assumptions of coloniality. Implications of this study are presented generatively as actionable suggestions for textbook developers, teacher educators, and theory-driven evaluators interested in supporting the teaching and learning mathematics from an anti-colonial stance
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.

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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
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Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.

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Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.
Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.
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Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.

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The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school ++
mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.
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Vale, Isabel, Domingos Fernandes, and Antonio Borralho. "A new Elementary Mathematics Curriculum: Practice, Learning and Assessment Some Classroom Episodes." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83158.

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Al-Maskari, Zuwaina Saleh. "An evaluation of the new mathematics curriculum and its implementation in the Sultanate of Oman." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400390.

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The aim of this research was to evaluate the new mathematics curriculum in Oman since its introduction in 1998. The study presented is both qualitative and quantitative in approach. Comparisons are made between the 'old and new' mathematics curricular in terms of students' attainment. The impact of the new curriculum on teachers and other education professionals is explored in interviews with teachers, inspectors and the Ministry staff involved in its implementation. The outcome of the evaluation provides some pointers for action as the new curriculum is progressively introduced in all Omani schools. The development of education in Oman since 1970 is described to set out the context of the study. The development of the education system and particularly the development of mathematics education are described. Chapter one outlines the aim of the study and its importance. Theories of learning such as how children develop their thinking skills and how they learn and remember are discussed including the new ideas on teaching and learning mathematics. These ideas include collaborative learning, learning through problem solving and learning by discovery. New methods of assessment such as performance assessment and portfolio assessment are also presented. The differences between the old and the new curricula are then examined in terms of content, teaching and learning materials, teaching methods, and assessment and evaluation. Chapter four describes and explains the design and methodology of this study. Qualitative and quantitative approaches are used to produce valid information about the implementation of the new curriculum. The instrument used in the quantitative approach was an attainment test and the qualitative approach based on groups of interviews with teachers, inspectors and other educational professionals. The results from the attainment tests show that, overall, pupils in grade four (age 10) following the new curriculum performed not as well as in the achievement tests than those were taught through the old curriculum. The quantitative results also show girls performed better than boys in both curriculum groups. Evidence from the interviews shows that all the participants, (teachers, inspectors, the Ministry staff) were positive and very committed to the new mathematics programme. Teachers did, however, face many difficulties in implementing the new curriculum including teaching the content in grades three and [our, how to put into practice the cooperative learning methods, problems in using an integrated approach, and in applying the new assessment instruments. In conclusion the main findings arising from the qualitative and quantitative evidence are discussed in detail. The results of this study have several implications for teaching the new curriculum, the types and kinds of teaching materials to use, and the training programmes which would best meet the needs of teachers. On the basis of this evidence, recommendations are made to improve teaching and learning mathematics in Omani schools, It is suggested that the curriculum content and the learning objectives should be redrafted as well as revisions to the teachers guide and activity guide. There is a need to encouraged teachers to use and integrate technologies in their teaching. Effective in-service training in order to understand the new assessment and evaluation strategies is urgently needed. Particular attention should be given to new teachers. Professional trainers from the Ministry should be actively involved in in-service training in the regions. A longitudinal evaluation study should be carried out to determine the effectiveness of different learning methods on the social and affective skills of children. It would be valuable to replicate this present study nationally focused on the transition from first cycle of basic education grades (1 104) through second cycle of the Easic Education grades (5 to l O) as the results of this study do not correspond with the findings of a number of other studies in the field of teaching and learning mathematics.
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Cooper, Carolyn Knox. "Design and Evaluation of an Environmental Science Curriculum for Secondary Students." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/254.

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Environmental education is becoming an increasingly important component of secondary science education as our society attempts to minimize the exploitations and damaging actions of humankind on the earth. Environmental education has evolved primarily from environmental consciousness in the 1960s to an environmentally active focus in the 1990s. This project examined the effectiveness of an environmental education curriculum that focuses on improving environmental behaviors and attitudes as well as knowledge. The review of the literature for this project indicates that responsible environmental behaviors are linked to four types of environmental education categories. These categories are hierarchical and include: 1) ecological concepts, 2) conceptual awareness, 3) issue investigation and evaluation, and 4) environmental action skills (Disinger, 1993). A review of environmental education curricula provides a wide variety of activities in all four of the above listed categories. Information documenting the relationship between the acquisition of environmental knowledge and behav~ural change as a result of participating in community based environmental activities is less evident. Therefore, this project attempted to investigate the relationships between participation in community-based environmental activities and tenth-grade students' knowledge and attitudes toward environmental issues. During the spring semester of 1995 forty-five tenth-grade biology students at a private urban high school were pretested to assess their initial environmental concept knowledge and their initial environmental attitudes. These students were subsequently exposed to a three-week introduction to environmental concepts and to techniques for investigating environmental issues. Students were simultaneously given a variety of issues to investigate. An additional four hours of time were required of each student to participate in a community service related to an environmental concern. They submitted a written report of their work which included background research, method of participation, results and conclusions on the effect of their project on the environment. Following these experiences, a posttest was administered to assess any change in students' environmental knowledge or attitudes. Effective environmental education encourages the active participation of students in environmental improvement. The results of this investigation could assist educators in the selection of appropriate environmental activities for use with high school students.
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Books on the topic "Curriculum evaluation Mathematics"

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National Council of Teachers of Mathematics. Commission on Standards for School Mathematics. Curriculum and evaluation standards for school mathematics. Reston, Va: The Council, 1989.

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Pechman, Ellen M. MAP, Mathematics assessment process: A curriculum alignment strategy. Alexandria, VA: Association for Supervision and Curriculum Development, 1992.

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Chambers, Donald L. A guide to curriculum planning in mathematics. Madison, Wis: Wisconsin Dept. of Public Instruction, 1986.

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Wisconsin. Department of Public Instruction, ed. A guide to curriculum planning in mathematics. Madison, WI: Wisconsin Dept. of Public Instruction, 1997.

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United States. Office of Educational Research and Improvement. Center for Statistics., ed. Second international mathematics study: Perceptions of the intended and implemented mathematics curriculum. [Washington, D.C.]: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Edward, Uprichard A., and Jetton Janice H, eds. Mathematics programs: A guide to evaluation. Newbury Park, Calif: Corwin Press, 1993.

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British Columbia. Ministry of Education. Evaluating mathematical development across curriculum. [Victoria, BC]: The Ministry, 1995.

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School Achievement Indicators Program (Canada). Report on mathematics assessment III, 2001. Toronto, ON: Council of Ministers of Education, Canada, 2002.

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Virginia International Mathematics Assessment Project. Mathematics counts in Virginia: Main report. Richmond, Va: Commonwealth of Virginia, Dept. of Education, Mathematics Service, 1989.

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(Canada), School Achievement Indicators Program. Québec results in the 1997 mathematics assessment. Québec: Ministère de l'Éducation, 1998.

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Book chapters on the topic "Curriculum evaluation Mathematics"

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_168-5.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 576–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_168.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 417–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_168.

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Walshe, Gráinne, Jennifer Johnston, and George McClelland. "Integrating Mathematics into Science: Design, Development and Evaluation of a Curriculum Model." In Cognitive and Affective Aspects in Science Education Research, 309–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_23.

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems, 561–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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Andrikopoulos, Dora, and Matina Katsiyianni. "Hooked on Mathematics." In Advances in Early Childhood and K-12 Education, 243–62. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch015.

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Within a flexible-learning framework, blended learning offers a unique opportunity to fully amalgamate pedagogy and technology in teaching and learning. It may also lead to significant enhancements and integrations of curriculum design. This chapter discusses the implementation of the i2Flex methodology, which is a type of blended learning, in a math classroom at ACS Athens, Greece. The definitions of the methodology are stated and the classroom applications are described. A middle school math teacher and the Math Studio coordinator designed a specific unit of work in mathematics in order to convert it to i2Flex delivery. The classroom atmosphere is described in detail, and a range of considerations about the methodology is discussed. Finally, the Community of Inquiry (CoI) framework is discussed as an evaluation tool of the methodology for the success of the methodology.
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Eglash, Ron. "Ethnocomputing with Native American Design." In Information Technology and Indigenous People, 210–19. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch029.

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This chapter shows how culturally situated design tools can be developed to support traditional culture and individual creativity in Native American communities. The software allows students to simulate traditional craft designs as well as their own creations. By translating the indigenous mathematical concepts and practices embedded in craftwork into the formal mathematics of the school curriculum, students can see math and technology as a bridge to native culture, rather than a barrier. Evaluation of one of the tools has shown statistically significant improvements in students’ mathematics performance as well as an increased interest in information technology.
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Brown, Gwen Cohen, and Laina Karthikeyan. "Integration of Civic Engagement Pedagogies in the STEM Disciplines." In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics, 295–319. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch012.

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This chapter discusses the development and implementation of an interdisciplinary learning community between the departments of Dental Hygiene and Biological Sciences, correlating nutrition with oral health and oral cancer and its prevention by early screening. The goal of the project was to engage underrepresented, urban undergraduate students in civic learning, with an eye toward expanding learning capacities and civic responsibilities beyond the classroom. The project followed participation in the 2010 Summer Institute offered by the National Science Foundation’s Science Education for New Civic Engagements and Responsibilities (SENCER). Oral and Maxillofacial Pathology integrates basic science curriculum and applies this unified foundation knowledge to the clinical evaluation of disease, thereby closing the gap between didactic and applied material. Dental Hygiene students enrolled in Nutrition and Anatomy and Physiology will learn to connect this knowledge gained with practical application outside the natural sciences, which in turn will make these courses more interesting and relevant.
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Vaidya, Jeanny. "M-Learning Apps for Film Studies." In Advancing Mobile Learning in Contemporary Educational Spaces, 265–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9351-5.ch010.

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While there are many educational apps for traditionally taught subjects such as mathematics and science, more specialized curriculum has largely been left unexplored in terms of m-learning. Film studies, an academic discipline that deals with the theoretical, historical, and critical underpinnings of film, is one such subject that has very few mobile applications. This chapter explores creating a mobile application to teach basic approaches to film interpretation and in addition, considers a heutagogical approach in design. Benefits of m-learning include increased delivery options for multimedia, context-based learning support, and the prospects of a more fulfilling learning experience. This chapter provides direction for implementation and evaluation techniques for an introductory film studies module on film noir, which can be integrated into a mobile format to make film theory more relevant and accessible.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning, 159–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.

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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.
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Conference papers on the topic "Curriculum evaluation Mathematics"

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Xiao-Xiao, Ma. "Efficiency Evaluation of Mixed Mathematics Teaching in Basic Mathematics Curriculum Under the Background of Internet Plus." In 2020 IEEE International Conference on Industrial Application of Artificial Intelligence (IAAI). IEEE, 2020. http://dx.doi.org/10.1109/iaai51705.2020.9332871.

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Yanase, Daisuke, and Takeshi Fujioka. "Promoting Mathematics as a Tool for a PBL Type High School Mathematics Curriculum - Its Design and Evaluation." In Fifth International Conference on Creating, Connecting and Collaborating through Computing (C5 '07). IEEE, 2007. http://dx.doi.org/10.1109/c5.2007.26.

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Teixeira, J. C. F., J. C. F. L. Silva, and P. Flores. "Development of Mechanical Engineering Curricula at the University of Minho." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15170.

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The implementation of the Bologna protocol in the EU has set new goals for the whole higher education system as: a) a quality assessment for university courses; b) a framework for the exchange of students and academics and c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho has been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system; the introduction of new learning methodologies and an accurate survey and understanding of the existing strong and week points of the previous experience. For this purpose, a comprehensive evaluation has been carried out with former students and a detailed map has been formulated regarding their professional careers and experiences. Furthermore, a discussion has been carried out in order to define the mission of the graduate in Mechanical Engineering. In brief, such mission may be referred by his ability to participate in the wealth creation through technology based innovation. Within this context, the curriculum has been structured in order to meet such goals. In addition to strong foundations in physics and mathematics, new subjects are introduced into the curriculum. The whole education is based upon project development which stimulates the students initiative, responsibility and their ability to integrate knowledge. Throughout the curriculum, students are enrolled into research projects developed in the department and it is expected that a few selected projects may be taken into a quasi industrial stage.
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Hinds, T., J. Sticklen, M. Urban-Lurain, M. Amey, and T. Eskil. "First Steps Toward Curricular Integration of Computational Tools." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79956.

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Calls for new paradigms for engineering education are widespread [1-3]. Yet, major curricular change is difficult to accomplish for many reasons, including having the necessary faculty buy-in [4]. Generally, efforts can be classified as either top-down/structural, in which faculty assess an entire program of study and address needs in each component before implementation begins; or bottom-up/individual, a more traditional approach that implements change in one course at a time. Faculty buy-in, consensus, and resources (unit and institutional) needed for the top-down approach make it difficult to accomplish. On the other hand, the bottom-up model is slow; the assumption that curricular reform can be affected by an accumulation of individual course adaptations is unproven, and the change goals need to have a more systemic focus. Unless the curriculum helps students integrate material across their courses, they have difficulty seeing how the material they learn in one course will connect to the next. We have performed a pair of initial studies using an evolutionary approach to curricular reform that capitalized on the strengths of both the top-down and bottom-up models, which was built on the science, technology, engineering, and mathematics (STEM) reform literature. This approach developed a pairwise linkage among strategic courses in the engineering curricula to promote curricular integration and helped students see connections between their first-year courses and subsequent courses. Vertically integrated problem-based learning scenarios that link across courses are crucial to this model. Pre-reform data collected in the first study showed that students taking an introductory computing course did not see the importance of learning a particular software tool (MATLAB), because they did not see connections to their future courses. This had negative impacts on student motivation, learning, and retention. In our recent work, which was our first vertical effort, we focused on MATLAB with integration of the learning of this engineering tool in an introductory computing course with the solution of statics problems in an introductory mechanical engineering course. Our recent study set out to determine if joint team efforts would enhance student perceptions of the set learning goal for the introductory computing students while enhancing learning outcomes for both the introductory computing and introductory mechanical engineering students. The paper outlines this pairwise linkage model, the goals of this project, the framework for evaluating the linkage, and the types of data we collected as part of the evaluation effort. Results from the initial study confirmed that problem-based teamwork enhanced student attitudes towards MATLAB. We also describe how results here will enable us to reach our long-term goal of curricular integration.
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Hunt, Emily M., Pamela Lockwood-Cooke, and Judy Kelley. "Evaluation Methods for Linked-Course PBL in Engineering." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68494.

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Problem-Based Learning (PBL) has become an increasingly popular method across disciplines in K-12 and higher education worldwide since it was first introduced to medical education in the late 1960’s. However, it has not gained significant popularity in engineering curricula due to the large time-scale needed to solve complex engineering problems. Previous work by the authors in this area has developed a method for combining problem solving opportunities on a small time scale in linked courses that culminate to solve a challenging problem that would normally take a significant amount of class time. This method of problem-based learning provides a practical application that can be used in engineering curricula. While this method has produced favorable response from both students and faculty involved, there is a need for a more comprehensive effort to develop strategies for evaluation of PBL in mathematics, science and engineering courses, both directly and indirectly. In this study, Engineering Statics, Engineering Physics, and Calculus II are linked using PBL to increase both student engagement and success. For smaller problems, group work with directed individual or interactive tasks is facilitated through teacher-guided discussions. Students who are in these linked (co-enrolled) classes work on small mathematics, physics, and engineering problems that are used to solve a challenging engineering problem. The project addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. A mixed method evaluation approach was utilized by the external evaluators, the West Texas Office of Evaluation and Research (WTER) including surveys, focus groups, and personal interviews.
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Canfield, Stephen L., Scott Hill, Tristan Hill, and Stephen Zuccaro. "Creating a Digital Homework Set for a Kinematics and Dynamics of Machinery Course." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47558.

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Dynamics of Machinery is a traditional engineering course; in fact kinematics was one of the earliest fields of study in engineering. The course relies on a strong combination of learning new theory and acquiring the skills to apply this theory through regular and repeated practice. This practice is commonly incorporated through homework sets, provided through a combination of book or instructor-given assignments. This homework includes testing conceptual understanding of key concepts, creating kinematic schematics, vector model construction, constructing equations, and performing mathematical analyses. The use of online, electronic tools for automating homework has been widely incorporated in K-12 education and in some college-level curriculum, but not, to the authors’ knowledge, significantly in a kinematics and dynamics of machinery class. This paper will present a framework for creating these problems, provide an overview of an entire set of problems associated with the common kinematics curriculum, and present an evaluation of this digitized coursework throughout four semesters of implementation.
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Ghosh, Suhash, and Chittaranjan Sahay. "Understanding Mathematical Definitions of Circularity/Roundness in ASME GD&T Y14.5 As Related to Part Functionality." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87148.

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With the advent and development of precision machining and manufacturing, the necessity to ensure quality of the produced parts for their longevity has grown as fast the advances in technology. One of the ways of achieving higher product lives has been through tighter tolerances on size and form characteristics. Thus, it is imperative that designers, manufacturers and quality inspectors understand the mathematical principles guiding these dimensional and form characteristics, and further utilize them, to the greatest degree possible, in the inspection equipment and tooling. One of the greatest benefits to mankind was the invention of wheel. It is inarguably evident how much of our lives depend on machines with rotating parts. From power stations to power tools, from the smallest watch to the largest car, all contain round components. In precision machining of cylindrical parts, the measurement and evaluation of roundness (also called circularity in ASME Geometric Dimensioning & Tolerancing, GD&T Y14.5) is an indispensable component to quantify form tolerance. Based on reference circles, this paper focuses on the four modeling methods of roundness. These are (1) Least Squares Circle (LSC), (2) Maximum Inscribed Circle (MICI), (3) Minimum Circumscribed Circle (MCCI) and (4) Minimum Zone or Minimum Radial Separation Circles. These methods have been explained in the context of their implications on design applications, advantages and disadvantages. This article also explores how these multitudes of parameters are to be understood and be incorporated into undergraduate engineering curriculum, and be taught as an improved toolkit to the aspiring engineers, process engineers and quality control professionals.
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Ghosh, Suhash, Chittaranjan Sahay, Poorna Pruthvi Chandra Malempati, and Swetabh Singh. "Dependence of Measuring Instrument Eccentricity and Tilt Error on the Four Mathematical Methods of Circularity Form Errors." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11954.

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Abstract In precision machining of cylindrical parts, the measurement and evaluation of circularity is an indispensable component to quantify form tolerance. Of all the methods of measuring these form errors, the most precise is the one with accurate spindle/turntable type measuring instrument. On the instrument, the component is rotated on a highly accurate spindle which provides an imaginary circular datum. The workpiece axis is aligned with the axis of the spindle by means of a centering and tilt adjustment leveling table. Based on reference circles, this paper focuses on the four modeling methods of roundness, namely, (1) Least Squares Circle (LSC), (2) Maximum Inscribed Circle (MIC), (3) Minimum Circumscribed Circle (MCC) and (4) Minimum Zone or Minimum Radial Separation (MRS) Circles. These methods have been explained in author’s previous article in the context of their implications on design applications, advantages and disadvantages. In this article, the authors have investigated the dependence of these mathematical methods based circularity form error on instrument’s centering error (also known as eccentricity) and tilt error. Some intriguing results were observed for the highly nonlinear relationship of machine’s centering/tilt error with circularity results outside its useful linear region (50–600 μin for this specific machine used in this investigation). Further, the linear and nonlinear relationship was mapped within the effective boundaries of eccentricity settings to investigate the best and worst methods of circularity measurements that are susceptible to instrument errors. Very high and low machine eccentricity settings in its nonlinear regions were not accurately compensated by the machine in circularity results processing. In this study, a master part with different circular and cylindrical features was studied with varying levels of preset instrument eccentricity and tilt errors. Off the four methods, MRS reported the least circularity results. The other three methods didn’t provide any predictable trend. Circularity results were observed to differ up to 35% within these four methods. However, in this preliminary investigation, this maximum difference doesn’t appear to follow any predictable trend with varying machine eccentricities. This article also reinforces the significance of these parameters, and the way they should be understood and be incorporated into undergraduate and graduate engineering curriculum, and be taught as an improved toolkit to the aspiring engineers.
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Ponciano, Lesandro. "HCI Support Card: Creating and Using a Support Card for Education in Human-Computer Interaction." In XVIII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/ihc.2019.8409.

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Support cards summarise a set of core information about a subject. The periodic table of chemical elements and the mathematical tables are well-known examples of support cards for didactic purposes. Technology professionals also use support cards for recalling information such as syntactic details of programming languages or harmonic colour palettes for designing user interfaces. While support cards have proved useful in many contexts, little is known about its didactic use in the Human-Computer Interaction (HCI) field. To fill this gap, this study proposes and evaluates a process for creating and using an HCI support card. The process considers the interdisciplinary nature of the field, covering the syllabus, curriculum, textbooks, and students’ perception about HCI topics. The evaluation is based on case studies of creating and using a card during a semester in two undergraduate courses: Software Engineering and Information Systems. Results show that a support card can help students in following the lessons, remembering and integrating the different topics studied in the classroom. The card guides the students in building their cognitive maps, mind maps, and concept maps to study human-computer interaction. It fosters students’ curiosity and permanent engagement with the HCI topics. The card usefulness goes beyond the HCI classroom, being also used by students in their professional activities and other academic disciplines, fostering an interdisciplinary application of HCI topics.
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Reports on the topic "Curriculum evaluation Mathematics"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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