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Dissertations / Theses on the topic 'Development mathematics'

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Published: 28 May 2022
Last updated: 31 July 2025

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1

Newing, A. "Mathematical recreations as a source of new mathematics." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355096.

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2

Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

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3

Kim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the tw
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4

Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
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5

Hwang, Jihyun. "Bridge the gap between cognitive attributes and mathematics achievement: which cognitive attributes for mathematical modeling contribute to better learning in mathematics?" Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6145.

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Mathematical modeling is a thinking process that applies various sets of cognitive attributes – one component of intellectual resources (i.e., cognitive resources). Students are able to develop cognitive attributes when they engage in mathematical modeling activities. Furthermore, using many of the cognitive attributes developed during the mathematical modeling process, students solve mathematics problems, for example, in assessments. Examining students’ mastery of these cognitive attributes, we can investigate relationships between students’ cognitive development through mathematical modeling
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6

Scoggins, C. "Professional development in elementary school mathematics." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/817.

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction thro
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7

Hart, Hilary. "Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2573.

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This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students. After administering a pre-performance assessment, I taught a 10-lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, think-pair-shares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit
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8

Knapp, Andrea K. Barrett Jeffrey Edward. "Prompting mathematics teacher development through dynamic discourse." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799381&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207665349&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Jeffrey Barrett (chair), Nerida Ellerton, Sharon Soucy McCrone, Cynthia Moore, Michael Plantholt, Agida Manizade. Includes bibliographical references (leaves 200-215) and abstract. Also available in print.
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9

Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.
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10

Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo<br>beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash<br>2003
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11

Feldhaus, C. Adam. "How Mathematical Disposition and Intellectual Development Influence Teacher Candidates' Mathematical Knowledge for Teaching in a Mathematics Course for Elementary School Teachers." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343753975.

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12

Rundquist, Rebecka. "Mathematics education in Colombia : How education in mathematics is conducted in a development country." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52736.

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This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studie
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Bråting, Kajsa. "Studies in the Conceptual Development of Mathematical Analysis." Doctoral thesis, Uppsala universitet, Matematiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101349.

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This dissertation deals with the development of mathematical concepts from a historical and didactical perspective. In particular, the development of concepts in mathematical analysis during the 19th century is considered. The thesis consists of a summary and three papers. In the first paper we investigate the Swedish mathematician E.G. Björling's contribution to uniform convergence in connection with Cauchy's sum theorem from 1821. In connection to Björling's convergence theory we discuss some modern interpretations of Cauchy's expression x=1/n. We also consider Björling's convergence conditi
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14

Khakbaz, Azimeh Sadat. "Professional Development for Mathematics Teachers Through Lesson Study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.

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Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesso
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Wilkinson, Shaun. "Mathematics development in Spanish-speaking English language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5878.

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Schools are required by law to identify and support English Language Learner (ELL) students. However, ELL students across grade levels consistently score well below their English-proficient peers in math. Because of this, it is imperative that the literature on effective instruction for these students remain current. Research that is available in this area has demonstrated positive relations between early ELL math performance and several demographic and school factors, including: socioeconomic status (SES), primary language proficiency, English proficiency, high-quality computer instruction, h
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16

Lambert, Allen. "Mathematics through Language." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82642.

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Alhammouri, Ahmad Mahmoud Abed Alfattah. "Professional Development in Mathematical Modeling: Teacher Engagement, Teacher Knowledge, and Classroom Implementation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1527243404147734.

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18

Womack, Sue Ann. "Measuring Mathematics Instruction in Elementary Classrooms: Comprehensive Mathematics Instruction (CMI) Observation Protocol Development and Validation." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2905.

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Measuring Mathematics Instruction in Elementary Classrooms:Comprehensive Mathematics Instruction (CMI) Observation Protocol Development and Validation Sue A. Womack Department of Educational Leadership and Foundations Doctor of Philosophy despite the availability of reform standards in mathematics since 1989 (National Council of Teachers of Mathematics), teachers have not yet aligned instruction with reform ideals on a widespread basis. (Cohen & Hill, 2000; Hiebert, et al., 2005; Spillane & Zeuli, 1999; J. W. Stigler & Hiebert, 1999). Consequently, mathematics education in elementary schools h
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19

Kersting, Nicole B. "Assessing teachers' knowledge of teaching mathematics instrument development and validation /." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=953999911&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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20

Kim, Ok-Kyeong. "K-3 mathematics teacher professional development from individual and collective perspectives /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060113.

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21

Hodgen, Jeremy. "Teacher identity and professional development in primary school mathematics." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/teacher-identity-and-professional-development-in-primary-school-mathematics(3727b6d6-726a-4553-95b2-c74e350c4b7f).html.

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22

Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.

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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professiona
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23

Ziegler, Cindy. "Middle School Mathematics Teachers' Perspectives on Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3650.

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In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of ex
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24

Johnson, Teri N. "Mathematics Identity Construction in Successful African Americans: Reflections on Mathematics Experiences During Adolescence." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6059.

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This project used narrative inquiry to examine adolescent experiences that contributed to the development of positive mathematics identities in successful African Americans. Ten African Americans, who had worked in a STEM-related occupation for at least two years, were asked to reflect on in- and out-of-school experiences with mathematics during their middle and high school years. Data collection included individual interviews and one focus group discussion. A combination of internal and external factors emerged as contributors to participants’ adolescent mathematics identities. Internal facto
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25

Kayan, Ruhan. "Construction Of A Mathematics Related Belief Scale Forelementary Preservice Mathematics Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613003/index.pdf.

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The purpose of this study is to construct a valid and reliable mathematics related beliefs scale for determining preservice elementary mathematics teachers&rsquo<br>mathematics related beliefs in Turkey and investigating the impact of the gender and year level on the preservice mathematics teachers&rsquo<br>mathematics related beliefs. For the first purpose, the &ldquo<br>Mathematics Related Belief Scale (MRBS)&rdquo<br>was developed based on the combination of the belief frameworks in the literature. Data were collected from ten different universities from Ankara, Balikesir, Burdur, Bolu, Gaz
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26

Kangela, Nyameka. "A study of mathematics teacher identity as shaped through participation in a mathematics teacher professional development programme." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7832.

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There is an abundance of evidence suggesting that all is not well in mathematics education in South Africa. It is also common cause that the role of mathematics teachers is central to finding sustainable solutions to what is commonly referred to as a mathematics crisis. The purpose of this study is to explore the process of change in selected mathematics teachers’ identities as they participated in a mathematics teacher Professional Development Programme (PDP) at Rhodes University. The core of the PDP was a teacher enrichment programme called the Mathematics Teacher Enrichment Programme (MTEP)
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Tynes, Curry Tiffany D. "A Comparative Study of Elementary Mathematics Specialists and Mathematics Coaches on Fourth Grade Students' Mathematics Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3731.

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Federal dollars are utilized to develop instructional programs for students not demonstrating mathematical proficiency on state standardized mathematics assessments, but there is a lack of empirical data on the effectiveness of two different approaches that were used in the local context. The purpose of this quantitative, nonexperimental, casual-comparative study was to determine if state achievement test scores of students in fourth grade who received instruction from a Mathematics Specialist (MS) during the 2007-2009 academic years demonstrated a statistically significant difference from the
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Berkopes, Kevin Michael. "The development of mathematics-for-teaching| The case of fraction multiplication." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667979.

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<p> The parallel research traditions of explicit-objective and tacit-emergent vary greatly in how they define, assess, and enable development of teacher mathematical knowledge. Despite these diversities, widespread agreement exists in mathematics education research that a teacher's mathematical knowledge is a key competency of an effective teacher. This research report investigates the nature and development of teacher mathematical knowledge of fraction multiplication defined from a tacit-emergent perspective. Questions about the nature and development of teacher mathematical knowledge for fr
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Coddington, Lorelei R. "An Investigation of Teachers’ Noticing, Cognitive Demand, and Mathematical Knowledge for Teaching: Video Reflections in an Elementary Mathematics Context." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cgu_etd/88.

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In the past decade, mathematics performance by all students, especially minority students in low socioeconomic schools, has shown limited improvement nationwide (NCES, 2011). Traditionally in the United States, mathematics has consisted of arithmetic and computational fluency; however, mathematics researchers widely believe that this method of instruction does not enhance the development of mathematical reasoning and ignores the research on students’ mathematical development (Blanton & Kaput, 2005; Stigler & Hiebert, 1999). Recommendations by the mathematics community are to broaden and streng
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Staheli, Michael Chad. "The Principal’s Impact on the Success of Mathematics Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8632.

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Principal involvement is recognized as a key component to success in professional development implementation. Both the principal efforts undertaken, and the visions stated influence teacher development and student achievement. Using the instructional, transformational, and learning-centered models of leadership, as well as frameworks in vision, and organizational theory, this research sought to clarify the impact of principal involvement on student performance. Interview data was collected from 16 principals participating in a mathematics professional development program entitled the Comprehen
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Morales, Lawrence. "Examining the development of interest in a college mathematics course /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7643.

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Smith, Michael Edward. "Math Teacher Perceptions of Professional Development and Student Mathematics Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/301.

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Math Teacher Perceptions of Professional Development and Student Mathematics Performance by Michael Edward Smith EdS, Tennessee Technical University, 2007 MA, Tennessee Technical University, 2006 BS, University of Tennessee Chattanooga, 2003 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and d
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Maree, J. G. (Kobus). "The development and evaluation of a study orientation questionnaire in mathematics." Thesis, University of Pretoria, 1997. http://hdl.handle.net/2263/63451.

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The failure rate in mathematics at school is high, not only in South Africa, but also internationally. Furthermore, learners with an apparently high general ability or aptitude for mathematics sometimes underachieve in the subject, while some learners with an apparently low general intellectual ability or aptitude for mathematics sometimes achieve well in the subject. Little attention is nonetheless given to learners' study orientation in mathematics, in spite of the fact that research has indicated that school mathematics is one of the best predictors of success in tertiary studies. A
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Hughes, Kimberly A. "Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

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35

Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathemati
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36

Malaty, George. "Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80604.

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Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The i
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Ballard, Katherine D. "The effects of integrated learning systems on mathematics skill development for children with performance deficits in mathematics achievement." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370876.

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In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first
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Ferreira, Rosa Antónia De Oliveira Figueiredo Tomás Presmeg Norma C. "Portuguese mathematics student teachers' evolving teaching modes a modified teacher development experiment /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196645.

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Thesis (Ph. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed September 25, 2006. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich. Includes bibliographical references leaves and abstract. Also available in print.
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Omlin-Ruback, Holly I. "A study of mathematics homework." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.

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xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achieve
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Frost, Janet Hart. "The development of sixth-grade public school teachers' instructional approaches in mathematics." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258840.

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Williamson, Carly Zoe. "A Computational Model of Divergent Pattern Formation in Caenorhabditis elegans and Caenorhabditis briggsae Vulval Development." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460574181.

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Hull, Linda Susan Hudson. "Teachers' mathematical understanding of proportionality : links to curriculum, professional development, and support /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004293.

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Koong, May-kay Maggie, and 孔美琪. "Development of addition strategies in young children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955927.

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Tome, Leo D. "The development of an integrated effectiveness model for aerial targets." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2373.

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Thesis (MScEng (Mathematical Sciences. Applied Mathematics))--University of Stellenbosch, 2007.<br>During the design or acquisition of missile systems the effectiveness of the system needs to be evaluated. Often actual testing is not possible and therefore mathematical models need to be constructed and solved with the aid of software. The current simulation model is investigated, verified, and a mathematical model to aid in the design of the detonic payload, developed. The problem is confined to the end-game scenario with the developed simulation model focusing on the last milliseconds be
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Van, Staden C. J., and Der Westhuizen D. Van. "Learn 2.0 technologies and the continuing professional development of secondary school mathematics teachers." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/642.

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Published Article<br>The paper reports on a Learn 2.0 technology that was used to support the continuing professional development of mathematics teachers at a secondary school. Design Based Research methods were used within a Multiphase Mixed Methods research framework to create professional development opportunities that were subsequently monitored by Social Network Analysis techniques. We demonstrate that Learn 2.0 technologies can indeed support the continuing professional development of teachers and improve their performance, and also that Social Network Analysis is an effective method to
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Watson, Steven. "The impact of professional development on mathematics teachers' beliefs and practices." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27744/.

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This thesis describes the analysis of the implementation of a professional development programme for secondary mathematics teachers in England. The research used a mixed methods multiple case study design with three secondary schools. The aim of the study was to understand mathematics teachers' professional learning in the context of this professional development programme. However, through analytic generalisation, i.e. generalising to theory, these findings may have broader application to understanding teachers' professional learning. Social learning theory was used as a framework for explain
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Thompson, Sarah E. "Development of a Teacher Identification Form of Student Interest in Mathematics." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/186.

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Comparing the mathematics performance of American students to their counterparts in other countries has been a common theme in recent literature, with conclusions generally finding that American students are falling far behind. One response to this problem may involve research which has shown a modest positive correlation between student interest and achievement in math (Koller, Baumert, & Schnabel, 2001; Schiefele, Krapp, & Winteler, 1992). Being able to identify students with high levels of interest in math may allow educators to provide advanced instruction to such students. Current measu
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Cummins, John Martin. "The development and norming of the Delta Tests of Mathematics Skills." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28205.

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Literature regarding the use of norm-referenced achievement tests suggests that they are unsatisfactory for systematically monitoring pupil progress. The shortcomings of these measures include: a) the questionable congruence between the group being tested and the norming group, b) the lack of content validity with respect to a student's curriculum, c) the reduced diagnostic utility of these tests resulting from their limited item content, d) the perceived inadequacy of scores derived from norm-referenced achievement tests and e) the inability to administer such tests with any regularity withou
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Morarji, H. L. "Development of a software environment for investigative teaching of computational mathematics." Thesis, University of Kent, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375176.

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Nath, Swiya. "Cognitive abilities underlying mathematics development, and the role of construction play." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709426.

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