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1
Colorado, Ann Haimburger. "Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618626.
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Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a crucial component of giftedness, yet the literature base for motivation and math talent development within gifted populations is scarce. This descriptive study used a within-group design to measure the math motivation, math achievement, and goal orientation of high-ability 5 th grade math students to elucidate the relationships among motivation, achievement, goal orientation, and gender. Findings indicated that math achievement, math motivation, and goal orientation were similar for both genders; students had high math achievement yet low math motivation; and a high number of students had a performance goal orientation. Ideas for future math motivation research for the gifted are shared.;Keywords: gifted math students, math achievement, math motivation, goal orientation.
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Perrault, Tianay. "Effective Instructional Strategies to Support Struggling Elementary School Math Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2942.
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In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual framework for this study. The study included interview data from 10 elementary teachers purposefully selected from Grades 2 through 5 who were known to meet the selection criteria of being a math teacher with 2 or more years of experience working with low SES students. Data from interviews, and archival documents were analyzed using inductive analyses and were analytically coded. The results of the analysis showed that the teachers wanted quality professional development that would prepare them to effectively teach math to struggling low-SES students. The identified themes were strategies teachers used to support low-SES students, instructional resources, effectiveness of professional development, and additional factors affecting low-SES students. Thus, the resulting project, Guiding Struggling Math Students Toward Success PD, provides math strategies for working with low-SES students and implementing the new math curriculum. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and use of modifications during math instruction, ultimately increasing student performance in the elementary campus.
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Reynolds, Justin Michael. "Singapore Math| A Longitudinal Study of Singapore Math in One School District from 2007 to 2012." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728017.
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<p> For the last several years, Americans have fallen behind in the area of mathematics when compared to their peers in industrialized countries around the world. Singapore, on the other hand, was at the top of the world rankings in mathematics in the last four Trends in International Math and Science Study (TIMSS) assessments taken by fourth and eighth graders every four years. This project focused on the impact of the Singapore Math program on two cohorts of students by utilizing their Missouri Assessment Program (MAP) scores from the mathematics subtest. The first cohort, A, was comprised of students who were in third, fourth, and fifth grade during the first years of the implementation of the Singapore Math program in 2007, 2008, 2009, and compared with students in Cohort B who were exposed to the math program since first grade, as intended by the publisher. The students of Cohort B were in third, fourth, and fifth grade in 2010, 2011, and 2012, respectively. Data were also analyzed to see if the program had a correlation with a decrease in gender, ethnic, or socioeconomic (SES) achievement gaps when compared to Cohort B. Three tests were given in order to triangulate the results of the MAP test: difference in means by way of a <i>z</i>-test for a difference in means, a comparison of students scoring proficient and advanced through the utilization of a z-test for difference in proportions, and an <i>F</i>-test for difference in variance in MAP scores. </p><p> Results of the study yielded mixed results. While there was not a significant statistical difference in achievement between Cohort A and B in third, fourth, or fifth grade, there was evidence to support that the subgroups that were included in the study (female students, Black students, and students with Free and Reduced Lunch status) performed commensurately with their peers in Cohort B.</p>
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Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.
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<p> This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on <i> what</i> Math anxiety is and <i>how</i> it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.</p>
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Kerr, Regina Wicker. "The Relationship Between Family, Personal, and School Variables and the Math Achievement of Elementary Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/149.
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School administrators and teachers must determine the factors most associated with academic success in order to meet the academic needs of all students. Researchers have identified general risk factors such as student socioeconomic status (SES), but there may be additional unidentified factors correlated to student achievement. The purpose of this study was to explore the relationship between a set of school, family, and personal demographic variables and students' math achievement. Bandura's social learning theory, Vygotsky's zone of proximal development, and Feurestein's mediated learning experience served as the guiding frameworks for this study. A descriptive correlational design was used to examine the degree of association among variables and how well the variables of students' SES, gender, ethnicity, attendance, and parental involvement predicted the math achievement among 115 students in 3rd through 5th grade at the study elementary school. Chi square and regression analyses did not reveal significant relationships among the predictor and criterion variables, indicating that the demographic, family, and school variables examined in the study did not predict student math achievement at the study site. These findings support the idea that math achievement is not necessarily predicated on variables extraneous to the teaching and learning process. A professional development project was designed for the study site to provide math teachers with best practice skills on differentiated learning strategies and classroom community building. This project study contributes to positive social change by providing educators at the study site with research-based findings on the relationship between student and school factors and math achievement, and with professional development on math strategies to improve the math achievement of all students.
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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.
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Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.
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In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles's andragogy and Piaget's cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers' knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance.
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Wolfe, Christopher B. "Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/8.
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Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.
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Engelbrecht, Learned Carrie. "Mathematiques en francais, Math in English: Discourse in an Elementary School French Immersion Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35031.
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French immersion is a program that some non-native French parents in Canada choose for their children. Some time allocation models for French immersion programs mean that students in French immersion classes will study mathematics in French and in English at different times during their educational careers. This study follows an elementary class of French immersion students from grade three, when the language of mathematics instruction is French, to grade four, when the language of mathematics instruction changes to English. Using Sfard’s four categories of discourse: routine, endorsement, visual mediators, and word use, transcripts of audio recordings of teacher and student language in the classroom were analysed. The characteristics of the teacher and student discourse, as well as the similarities and differences between mathematical discourse in the French language and English language mathematics classrooms were described. The data was characterised by two routines: a question-response-endorsement routine, and an exploratory routine. Although both routines were found in both the French language and the English language classrooms, there were differences as well as similarities in the routines, as well as in word use, visual mediators, and endorsement, between the teacher and the student language, as well as between the two language settings. Limitations to this study, as well as the role of talk in the mathematics classroom, are discussed.
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Donawerth, Alice S. "Bridging the Gap| Fourth Grade Before-School Computer Math Lab and Its Impact on California Standardized Test Scores." Thesis, Biola University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586255.
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<p> The purpose of this study was to determine the correlation between participation of low achieving math students in a before-school computer math lab and how their participation affected the fourth grade California Standardized Test (CST) math scale scores at San Joaquin Elementary School. Students participated in the lab based their below proficient performance on multiplication facts tests. The lab was available from January through April in both 2010 and 2011. Students used interactive computer software called IXL. The focus in the lab was for students to master their multiplication tables (0 through 12). To evaluate if there was a statistically significant change in the CST scores because of the treatment, an Abbreviate Interrupted Time Series analysis was applied. The two years before the lab was implemented, the two years with the lab in place and the year after the lab was discontinued were compared. A t-test evaluation of the mean scores in a year-by-year comparison was run. The Levene Test using Homogeneity of Variances test was run which showed similar variances. For this reason, the ANOVA was then used along with the Tukey HSD post-hoc test to identify which groups showed a significant difference from each other. There was a significant improvement in the CST mean scores for fourth grade at San Joaquin Elementary School during the years the treatment was in place. By extending the school day and using interactive computer software together they showed a positive impact on student's CST scores.</p>
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Haley, Rich Thomas III. "A case study on the perceived impact of elementary school departmentalization on teacher math self-efficacy." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3548.
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This dissertation is a qualitative case study of three elementary teachers that currently teach at a school implementing a departmental structure in Northern California. Data was gathered by interviewing each participant individually and is presented in the form of a narrative for each participant. The purpose of this study was to explore the math self-efficacy of elementary teachers who teach in a school implementing a departmental structure. The research addressed the following question: How does a departmental structure influence the experiences, perceptions, and self-efficacy of elementary teachers as each relates to mathematics instruction? The results of this study demonstrate that, when implemented correctly, respecting teacher autonomy and choice, a departmental structure at the elementary level can provide a framework that has a positive impact on teacher professional math self-efficacy. The structure creates the opportunity for focused preparation and learning, teacher specialization based on subject strength, and perceptions that the teachers are respected and trusted as content and instructional experts. All three participants expressed that they feel they are better math teachers in the departmental structure than they were in the single classroom structure. They also each expressed that they experience greater job satisfaction and reduced stress in the departmental structure.
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Mong, Michael. "EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/.
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The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package in a school setting. The participants in this study were elementary school students who were performing at least one year below grade level in math. A between-series multiple baseline design across participants was used to evaluate the effects of the Math to Mastery intervention. Results revealed that the multi-component intervention was successful in addressing the students academic skill deficits on single skill intervention probes. Improvement was also observed on multiple skill grade level, generalization probes. However, the impact was not as strong on these probes as for single skill probes. Implications for implementation in applied settings and future research are provided.
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Baron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
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Bryant, Marsha Marie Guillory. "A study of preservice teachers : is it really mathematics anxiety? /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/43/.
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Egenrieder, James A. "STEM Program Implementation: A Case Study Analysis of Perceptions, Resources, Equity and Diversity." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73422.
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This case study examined the perceptions of administrators, teachers and parents of the implementation of an elementary school science, technology, engineering and math (STEM) academy program that featured characteristics of both magnet school programs and schoolwithin-a-school programs. I conducted interviews of key personnel, informed by classroom observations and a survey of parents to determine how stakeholders perceived equity in the access and allocation of opportunities and resources. The STEM Academy selected students from neighboring elementary schools and was housed within a larger K-5 elementary school. I found the STEM Academy teachers were widely praised for their innovations and teaching excellence, and alignment with emerging best practices. However, there were perceptions that their curriculum was neither sufficiently documented nor aligned with school division priorities, and was insufficiently communicated with school division central office leaders Academy parents, teachers, and community partners praised the Academy’s approach to curriculum, instruction, and uncommon learning experiences; but resentment and perceptions of inequity and exclusivity among most other stakeholders compromised the program implementation, leading to administrative and political pressure that challenged the Academy’s sustainability. I provide discussion and recommendations concerning elementary STEM programs, highlighting the importance of stakeholder perceptions and program evaluation. I also provide several suggestions for further research.<br>Ed. D.
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Mansheim, Richard Lynn. "A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742560.
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<p> Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged students enrolled in a traditional public school. Choice theory and how it applies to education was foundational to the study. Using archival data from 2011–2012 for math and reading on state-standardized testing, research questions compared of SES-disadvantaged students scores to non-SES disadvantaged students within two schools in one school district. The test scores analysis was by independent t-tests. The results for SES-disadvantaged students indicate significantly lower performance by online students (<i>n</i> = 43) compared with their counterparts at a traditional elementary school (<i>n</i> = 43); <i>t</i> = 2.33 and <i>p</i> = 0.022 for math and <i> t</i> = 3.57 and <i>p</i> = <0.001 for reading. Among the non-SES-disadvantaged students, results also indicate lower performance at the online charter school (<i>n</i> = 20) than at the traditional public school (<i>n</i> = 20); <i>t</i> = 3.22 and <i> p</i> = 0.003 for math and <i>t</i> = 2.95 and <i>p</i> = .005 for reading. No significant differences emerged between SES-disadvantaged students and non-SES disadvantaged students enrolled in the online school for math (<i>n</i> = 63; <i>t</i> = 1.65 and <i> p</i> = 0.105) or for reading (t = 0.89 and <i>p</i> = 0.378 for reading). Comparing SES-disadvantaged students and non-SES-disadvantaged students enrolled at the traditional elementary school on math scores indicated a significantly lower difference (<i>n</i> = 63; <i>t</i> = 2.58 and <i>p</i> = 0.012), but not on reading scores (<i> n</i> = 63, <i>t</i> = 0.74 and <i>p</i> = 0.461). </p><p>
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Holloway, Ellen. "Do qualifications Imply quality? the relationship between highly qualified teachers and student achievement in reading and math in elementary school /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4254.
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Lewis, Benjamin. "An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2981.
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Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and socioeconomically disadvantaged and advantaged students, by elementary and middle school level in a Virginia school district over three consecutive school years. Overall student performance on the Virginia Mathematics Standards of Learning (SOL) assessment was examined and achievement gaps were reported. In addition to overall mathematics achievement, this study also sought to detect specific mathematic conceptual areas in which Black and White students, and socioeconomically disadvantaged and advantaged students, were significantly disparate. Factorial Analysis of Covariance (ANCOVA) and Factorial Multivariate Analysis of Covariance (MANCOVA) were used to identify statistically significant differences between the subgroups in assessment scores reflecting overall mathematics achievement, and student achievement in five conceptual “content strands.” Interactions between student race, socioeconomic status, and school level were also examined. Effect sizes were calculated to indicate any practical significance corresponding to statistical significance noted. For overall mathematics performance, results indicated the continued presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, for each year examined. Interaction was noted between race and socioeconomic status, and race and school level. For mathematics performance along the content strands, results indicated the presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, in every conceptual area for each year analyzed. Interaction was indicated between race and socioeconomic status in all but one content strand during one school year. Consistent interaction was also observed between race and school level in two content strands. No significant effect size was indicated for overall or strand-based mathematics achievement differences, demonstrating limited practical significance. Implications for practice, limitations, and suggestions for future research are discussed.
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Hoda, Nicholas E. "EVALUATION OF THE EFFECTS OF A CURRICULUM-BASED MATH INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL-AGE STUDENTS IN A SUMMER ACADEMIC CLINIC." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07312006-143107/.
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The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.
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Dugger-Roberts, Cherith A. "Relationship Between the TCAP and the Pearson Benchmark Assessment in Elementary Students’ Reading and Math Performance in a Northeastern Tennessee School District." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2330.
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The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students’ reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following subgroups: gender, Title I school status, and socioeconomic status as determined by free and reduced-price meal benefits. Test scores of students taking the Pearson Benchmark assessment in the fall, winter, and spring of the 2011-2012 academic school year and the TCAP in the spring of the 2012 academic school year were compared. Test scores were collected from 5 elementary schools. A total of 1,069 students were included in this study.
The analysis focused on 10 research questions. Data collected for this study were entered into an Excel data file for analysis using IBM-SPSS. The research questions were examined using the Pearson product-moment correlation coefficients, the t test for independent samples, and the multivariate analysis of variance (MANOVA) to account for differences in a set of 2 dependent variables.
Based on the analyses and findings of this study, there appears to be a positive relationship between the TCAP test and Pearson Benchmark assessment in elementary students’ reading and language arts and math performance in a northeastern Tennessee school district. This relationship extended across students’ gender, Title I school status, and socioeconomic status as determined by free and reduced-price meal benefits.
Major recommendations from this study included the use of formative assessment benchmark tools to generate timely data aimed at the improvement of student learning and achievement, tracking the time spent on benchmark testing and carefully evaluating whether this is the optimal use of student academic time, analyzing the use of formative assessment and the relationship to teacher growth and development, and considering the development of the whole child as opposed to strictly focusing on quantitative academic measures to define student success.
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Hood, Donald. "Elementary School Transition and the Reading and Math Achievement of Students with Autism Spectrum Disorder, Traumatic Brain Injury, or Emotional Behavioral Disturbance." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19208.
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Transition from elementary to middle or junior high schools has been associated with slowed reading and mathematics achievement for students in general education as well as students with disabilities. Little is known about how this transition affects students with autism spectrum disorder (ASD), traumatic brain injury (TBI), or emotional/behavioral disturbance (EBD). Reading and math scores from state achievement tests used for federal accountability reporting were analyzed from 125,646 Oregon students between 2006 and 2013. About half were female, about half qualified for free or reduced price lunch, and about 34% identified as an ethnic or racial minority. Piecewise longitudinal growth models were analyzed using hierarchical linear and nonlinear modeling, separately for reading and math achievement. Scores for all students, on average, rose slightly faster before transition than after transition. Students who experienced a school transition in Grade 6 were more negatively impacted than those who transitioned in Grade 7, while students who stayed in the same school from Grade 3 to 8 experienced the least impact. Initial scores in reading and math for students with ASD were lower than students without disabilities; students with EBD were lower still, and students with TBI had the lowest. Before transition, students with ASD and EBD accelerated faster in reading than students without disabilities whereas in math, students with ASD or EBD showed improved scores immediately after transition. Students with EBD maintained post-transition trajectories similar to students without disabilities. Students with EBD had the most pronounced deceleration in reading scores after the transition whereas students with TBI had the most deceleration in math.
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Amberson, Henry V. "Measurable effects of Elementary School Technology Education (ESTE) relating to math scores of fifth grade students resulting from participation in an ESTE unit of instruction pertaining to electricity at River Heights Elementary School, Menomonie, Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ambersonh.pdf.
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Huang, Su-Yu, and 黃素鈺. "The Relationships among Math Cram School Learning Experiences, Math Attitudes, and Math Literacy of Students in Upper Elementary Grades." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/qgr239.
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碩士<br>國立臺南大學<br>教育學系課程與教學教學碩士班<br>103<br>The purpose of this study was to investigate the relationships among math cram school learning experiences, math attitudes, and math literacy of upper elementary students in Kaohsuing. The study employed both quantitative and qualitative methods. Data were collected by administering the math literacy test developed by the researcher and a questionnaire to 324 students as well as from interviews with part of participants. The quantitative data were analyzed through descriptive statistics, chi-square test, independent sample t test, one factor analysis of variance, and multiple regression analysis. The results are summarized as follows:
1. The percentage of upper elementary students who have attended math cram schools is 60%.
2. A student’s confidence to learn math is influenced by the student’s achievements in learning.
3. Parents’ education level has an impact on their childrens’s math attitudes. Students whose parent have higher education levels have better math attitudes than those whose parents have only medium or low education levels.
4. Parents’ education level has an impact on math literacy. Students whose parents have higher education levels have better math literacy than those whose parents have only medium and low educational levels.
5. Upper elementary students who have not attended math cram schools have significantly better math attitudes and math literacy scores than those who have attended math cram schools.
6. Math usefulness positively predicts math literacy scores but math anxiety negatively predicts math literacy scores.
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Janes, Patricia Kay. "Profiles and predictors of math achievement in early elementary school." 2007. http://purl.galileo.usg.edu/uga%5Fetd/janes%5Fpatricia%5Fk%5F200708%5Fphd.
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LI, JYUN-JIE, and 李俊頡. "Study on Math Teaching for Elementary School with Interactive Whiteboard." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/49356349078870091945.
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碩士<br>亞洲大學<br>光電與通訊學系碩士班<br>99<br>Interactive Whiteboard (IWB) has been widely used in educational applications. A large amount of funds and manpower from the Ministry of Education have been applied to explore IWB on enhancing teaching efficiency in elementary schools. Generally speaking, traditional teacher-orient learning in classroom often diminishes learning effectiveness of students. In this research, I proposed a method of combining the mathematical cylindrical surface area with IWB to investigate and strengthen the learning effectiveness of students. This study is processed by sampling a group of the sixth-grade students in Nantou County to survey the learning motivation and to analyze the responses obtained from the application of IWB. The studied results show that not only the grade points of the mathematical course have been improved, but also the learning motivation has been promoted by the IWB application for the sixth-grade students in elementary schools which may not be achieved by conventional blackboard teaching approach. In conclusion, IWB could provide advantages of learning concentration and performance enhancement of students in elementary schools.
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Lee, Hung-Ju, and 李虹儒. "A Study on Math Homework Implemented by Elementary School Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13935759109048098854.
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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>102<br>The purpose of this study is to explore the implementation of math homework assigned by elementary school teachers, the feedback from teachers on students' math homework, students’ awareness of the feedback from teachers, and the instructional adjustment according to students’ math homework. Content analysis of 24 students’ math homework, eight teacher interviews, and 156 student questionnaires were carried out in this study.
The results indicated the followings:
1. Most teachers in this study assigned math homework five days per week and about one item per day, taking 15 to 30 minutes to finish. These teachers assigned math homework mainly for students to practice what they learned during the day.
2. The teachers mainly put a check on students’ math homework to show that the answer was correct. The teachers in urban areas usually reinforced students by giving stamps for homework completion. However, due to a large of homework completion among students, the teachers in rural areas usually provided students written feedback.
3. Both teachers in urban and rural areas corrected the errors on students’ math homework. However, the proportion of the written feedback on the errors in rural areas was higher than that in urban areas. It was probably because most urban students went to daycare or tutoring classes after school so that their homework was completed under supervision of the tutors. In rural areas, students completed the homework in tutoring classes or at home; however, they hardly could get help from their family. Therefore, teachers in rural areas needed to clarify the concept in math timely. Through the process of correcting homework, teachers could understand students' learning problems, gain feedback and adjust their instruction. Furthermore, students in both urban and rural area were aware of their teacher’s marking method, and considered the error correction was helpful for their learning.
Keywords: Math homework, Feedback, Content analysis
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Yang, Hua-Ling, and 楊華玲. "The Effects of Math Cram School on Math Attitude and Math Achievement of the Sixth-grade Students in an Elementary School in Taichung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61423096701584614132.
Full textAbstract:
碩士<br>國立臺中教育大學<br>數學教育學系在職進修教學碩士學位班<br>98<br>This research aims to discuss current situation and related issues on how the experiences of math cram schools affects sixth grade elementary school students’ math attitude and their math achievement. Took the sixth grade students in a certain elementary school as testees of this research, used self-designed “Experience of Math Cram School and Math Attitude Questionnaire” and “Test of Math Achievement” as research tools, 385 valid questionnaires had been taken, which were analyzed in methodologies such as descriptive statistics, independent samples t-tests, one-way ANOVA, correlation analysis and importance-performance analysis (IPA), etc. Main summary of the result is as below:
I. Above 60% students join math cram schools. Among these 60% students, there are 70% spend more than three hours in math cram schools every week. Mostly, a class in a cram school consists of 2-10 students, and those students’ main purpose is for getting admission to enter their ideal private schools.
II. The students generally tend to show positive and affirmative attitude towards experiences of math cram schools.
III. The students generally perform well on math attitude and math achievement.
IV. Some differences of experiences on cram school exist between students who are different gender and students whose fathers are with different education level; some differences of math attitude exist among students whose father and mother have different educational backgrounds; significant differences of math achievement exist among students whose father have different educational background.
V. On affective aspect of math attitude, students with experiences of cram schools show better attitude than students without experiences of cram schools, and those who join preparatory cram school for preparing to enter junior high school has better attitude than those who are taught by private tutors.
VI. The factors such as experiences of cram school or not, time they spend in cram school weekly, population in a cram school class, and different types of cram schools all can make significant influences on math achievement.
VII. Experiences of math cram schools, math attitude, and math achievement show positive correlation with each other.
VIII. According to Math Cram School Satisfaction Questionnaire, after analyzing by IPA, there is only one item could be “Keep up with the good work” among 11 total items, four items are “Concentrate here”, and six items are “Possible overkill”. This result shows there is still room to improve for supplementary education industry.
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楊惠珍. "A study on the Relationship of Math Cram School Experiences, Math Learning Attitudes and Math Learning Achievements for Senior Elementary School Students in Changhua County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06469542256241769754.
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Chen, Hsiao-Pei, and 陳筱佩. "The Study of Math Teaching in Elementary School with Interactive Whiteboard." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/46230559492231330107.
Full textAbstract:
碩士<br>亞洲大學<br>光電與通訊學系碩士在職專班<br>102<br>The aims of the study are to measure the learning achievement of different levels students on the concept of fraction through using an IWB-incorporated instructional method and a traditional lecturing method. Results obtained from this investigation can be concluded as follows: The learning achievement of all students were enhanced as an IWB-incorporated instructional method was employed, the efficacy of using IWB on learning achievement for the top-level students was insignificant, while the efficacy of applying IWB on learning achievement for the medium-level students is obvious, and the efficacy of employing IWB for the low-level students is also remarkable, the IWB has ineffectiveness to all boy pupils, there is an immense dissimilarities in the learning efficacy for the girl pupils and the learning efficacy for all participants in the experimental group is ineffectual.
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LIU, WEN-CHIEN, and 劉文倩. "Action Research for Teaching Math in Elementary School in Learning Community." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86160229548202645034.
Full textAbstract:
碩士<br>國立臺北教育大學<br>課程與教學研究所<br>104<br>This study adopts the action research. The study aims at exploring the influences under the process of mathematics teaching in learning community, which including:
1. The method for teacher to combine listening-connecting-returning in class. 2. The conversation and discussion within students.
3. The changes of students’ learning effects after class.
The objects of this study are the twenty-eight fifth graders in Liang-Liang Elementary School in New Taipei City. The main conclusions of this study are:
1. The teacher can guide the students to learn to listen by using some strategies, such as seat arrangement, classroom rules and teacher’s demonstration. The teacher can enhance students’ cognitive structure by combining the solving procedure from different groups.
2. Under the discussion, students interact with each other by reviewing the question together, discovering the clues, converting the texts to mathematical symbols, taking turns to illustrate and asking for help.
3. The mathematics teaching is efficient in promoting students’ learning by learning community.
Based on the above conclusions in this research, here are some suggestions to those who want to become educators in the future:
1. Teachers shall let the students play the role of themselves and get back their dominant power on learning.
2. Teachers shall have the ability to convert the content of textbook into students learning. Course is the life process that teachers and students have experienced together.
3. Please try to open your heart and walk out of the classroom to seek the assistance from your collaborative partners and teachers.
In the end, this study hopes to inspire the present teachers and to provide some references to relative researches. It is expected that our education can arise students’ learning passion, enthusiasm and active learning.
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Chang, Chih-chieh, and 張智傑. "The Implementation and Evaluation on the 3D Math eBook for the Elementary School Students with Math Learning Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/47166053437138115034.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系<br>101<br>Mathematical knowledge is one of the importantcritical skills required of in oura life, . however However, the educational circles sector took less attention to the students with math learning disabilities. Without enough market size, only few companies invested their resources for the education of math learning disabilities that makes the lack of educational resources in this area.
Past researches found the eBook and 3D technology are useful for improving the learning performance. This makes this study tries to design the 3D math eBook by integrating the advantages of eBook and 3D technologies. Further, this study verified the designed 3D math eBook by teaching experiment and found the 3D math eBook can improve the learning performances for those students with math learning disabilities.
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CHANG-CHIEN, CHIH-LIN, and 張簡志霖. "An Action Research of Integrating Maker Learning into Math Teachingof Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3evbs5.
Full textAbstract:
碩士<br>大葉大學<br>教育專業發展研究所<br>107<br>The main purpose of the research is to explore the learning effectiveness of integrating Maker learning into math teaching in elementary school by an action research. Taking the fifth-grade students in the researcher class as the research object in a elementary school in Taoyuan City. A total of 26 students in the class, including 15 boys and 11 girls. The researcher is the mentor and the instructor of the research. Study for a 10-week course. Research included " Hour of Code in Taiwan ", " design course of building block ", "mathematical geometric course", "TELLO EDU APP course" and "flight verification Course". The researcher Integrated the Scratch programming online course in the uniform education platform, the Hour of Code website and building blocks for mobile Apps in the teaching process. Finally, the mathematical concept is combined with the logic programming drone for the mission. Through teaching notes, teaching observation records, student study sheets, before and after teaching Data collection such as questionnaires and interviews were collected to conduct data integration and analysis. The results of the research are as follows： 1. Based on the core literacy of the mathematics field, we can integrate the Maker learning into the curriculum of the mathematics field. 2. After the student's integration into the course, the overall learning situation has been improved, and the attitudes and attitudes before and after the teaching have reached significant differences, and the program learning has reached a very significant difference. 3. After the student's integration into the course, the students' attitude toward mathematics has slightly improved but did not reach significant differences. There is no significant difference between the
-vhigh learning achievement students and the low learning achievement students in the post-test attitude intention. 4. The researcher through the course of this action research, find problems and reflect, and then propose solutions to the problem. Finally, the researchers based on the research results to sort out the dilemmas and countermeasures in the research process, for the reference of educators and future researchers.
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Fu, Hsiu-Lan, and 傅秀蘭. "A Self-Study of a Math-Club Teacher in an Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36113219728263464022.
Full textAbstract:
碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>98<br>In this study, researcher investigated self teaching experience of instructing a math-club in an elementary school during the previous year. The math-club teacher had experienced an uncertain feeling while making teaching-decisions, and had responded to students’ outcome with frequently adapting instructing plans. While realizing that the teacher’s core-values were determinative factors in teaching decision-making process and the development of this math-club as well as the progerss of the teacher’s teaching knowledge could not be reversed, the purpose of this study was to clarify what the development of the math-club was and to understand the instructional practice.
Grounded in theories of Polanyi’s person-knowledge, the study employed narrative self-study to delineated the development of the math-club programs and the core-values of the math-club teacher. To capture the math-club teacher’s lived voice in the past, researcher first aligned the time of the collected data to (re)construct the teacher’s identity in the math-club. Methods of data collection included video-tapes of each activity, students’ writing texts, interviews of students and their classroom teachers, reflection texts and writing of the math-club teacher, dialogue with peers, the self-narrative of the teaching experience of the math-club, and inspection of relevant documents. Both researcher’s "the holistic teaching operation model " and "the generating formulation of the teacher core-values " served as an analytical framework for analyzing the narrative discourse.
The results indicated that the development of the math-club could be separated into five stages: the emerging stage, the modifying stage, the demonstrating stage, the trying-error stage, and the distinguishing stage. The composition of the core-values of the math-club teacher consists of seven pieces: value the students’ self-percipience, the subjectivity of students with taking the responsibility for learning, self-inquiry with try-error strategy and efficiency evaluation, the nurture of students’ ability of free inquiry, the assessment of students’ performance as collecting information for learning not for judging the ability of students, the endurance of mistakes to experience learning progress, and the transformation of acquaintance leading to the continued advance as well as getting the motivation to inquiry incessantly. And the teaching decision-making related to the contested value systems.
The results suggest that teacher’s self-study is a powerful vehicle to enhance teacher knowledge and to find out the practice wisdom by gaining awareness of the tacit knowledge relating to the instructional practice. The description of the development of the math-club could serve as an example of how to nurture the students’ self-inquiry ability.
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Chen, Shu-juan, and 陳淑娟. "Cooperative Action Research on Elementary School Teachers’ Ability of Bringing up Math Questionings." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/40744577689737993050.
Full textAbstract:
博士<br>國立臺南大學<br>教育經營與管理研究所博士班<br>96<br>This research aimed at exploring the real situation of teacher question in elementary school math class. It tried to find out the difficulties for teacher question, process of developing the ability of bringing up math questions, and feasible formula for carrying out math questions in class.
Through action research on cooperation with a teacher of the fourth graders in Chia-yi City, the researcher joined the math class for observation and interview for a semester. It was found that 12 types of bringing up math questions used by the sample teacher were identified. Except for the five types concluded in Literature Review: evaluation, narration, examination, explanation, and exploration, the sample teacher developed seven new methods for bringing up questions. They are questions for instruction, diversion, open- narration, analytic narration, respondent explanation, focusing exploration, and quasi-exploration. Development of bringing up math questions for the sample teacher was on two aspects: (1) Types of the questions brought in changed from singular to multiple. (2) Contents of the questions changed from closed to open, from teacher centered to student thoughts basis.
The major difficulties for teachers’ math questioning lied in ‘missing the opportunity of adding further questions and inconsistent of the scaffolding theory with learners’ knowledge. Those are the real problems that teachers would meet in their teaching process. Based on the diagnosis and assistance from the plan, the happening of the problems tended to be less frequent, though not be solved entirely.
With the help of the three action strategies in the research, development of the sample teacher’s math questioning ability to upgrade children’s math thinking level was from level one to level four. The math questioning ability to upgrade dialogue level in math classroom was developing from level zero to level two point five.
The practical methods of mathematics questionnaire responses were applied into three different stages and strategies. In the initial stage, teachers would stimulate students to express their thoughts. Firstly, teachers would make good use of retelling and response to assist students express clearly. Second, students would not merely ask the simple question, such as “ why”. Third, teachers would implement the strategies of explanatory questioning and open questioning to invite students to contribute their thoughts. Then, in the developing stage of seizing the core mathematics concept, teachers can distinguish their own teaching directions by examining representative students’ performance. Through the strategy of response explanation-based learning, students’ thoughts would be expressed clearly. At last, in the mature stage which reached the deep core concepts of math teaching, teachers would use the strategy of constructivism and scaffolding theories in students’ thoughts. They can also build students’ concepts by using the multiple cross examination mode.
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Hsieh, Ho-Chun, and 謝和鈞. "A Study on Elementary School Teachers’ Resistance when They Face Math Pedagogical Change." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69864006732256532308.
Full textAbstract:
碩士<br>國立屏東教育大學<br>數理教育研究所<br>99<br>The implementation of Nine-Year-Integrated-Curriculum has brought a crucial impact on elementary school teachers. While facing math pedagogical change, some mental resistance probably occurred due to many factors. The purposes of the study were to investigate how elementary school teachers in Pingtung County react to math pedagogical change and whether the personal background factors have influences on resistance to pedagogical change. The main participants of the study were elementary school teachers in Pingtung County. The study was conducted by questionnaire survey. Five hundred and twelve valid questionnaires were collected. The descriptive statistics, T-test, One-Way ANOVA were used as method to analyze the questionnaire. The findings of the study are stated as follows: First, resistance to ideological change (RIC) and resistance to contextual change (RCC) were more likely to happen to teachers than resistance to pedagogical change (RPC) when teachers faced math pedagogical change. Second, male teachers and less than 12 classes of elementary schools were more prone to resist to pedagogical change than female teachers and 13 to 24 classes of elementary schools. Finally, based on the results of the study, suggestions and recommendations were given to educational authorities, elementary school teachers, and future researchers.
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Shih, Ching-Yu, and 石靜瑜. "The Application of Socratic Dialogue in Senior Grades Math Class of Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/73133920738320448285.
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Chang, Yua-Hong, and 張耀鴻. "Constructing a Wiki-based Math Example Recommendation System for Elementary School Mathematics Tutoring." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47133596370793293300.
Full textAbstract:
碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>98<br>A wiki-based math example recommendation system was constructed for elementary school mathematics tutoring in this thesis. The purpose of the system is to support volunteers in knowledge exchange and experience sharing. The platform also provides the resources for volunteers to enhance their teaching skills.
Requirement analysis, system development prototyping and system assessment were conducted in the study. Several research results are presented as follows. First, an example recommendation system of mathematics program was constructed. Second, the feature of categorization in wiki was used to classify current mathematics teaching materials. Also, criteria for tutoring volunteers to use the wiki-based system were proposed. Next, the proposed approach is helpful for the tutoring volunteers to find necessary tools, to advance their tutoring ability and to prepare adequate teaching materials. Finally, the proposed approach can be applied to collect experts’ knowledge for strengthening the volunteers’ teaching skills and improving students’ learning experiences.
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"Socioeconomic, Demographic, Attitudinal, and Involvement Factors Associated with Math Achievement in Elementary School." East Tennessee State University, 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/.
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黃家珮. "Using CAISM and ISM to assist elementary school math teachers performing remedial instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78722447158520152605.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處數學教育碩士班<br>98<br>Abstract
The purpose of this study is to analyze the concept structure of mathematics ability for a group of fifth-graders by CAISM and ISM. We design an assessment for mathematics ability to test 168 fifth-graders in Hsinchu County, and draw a CAISM graph for each student to compare the differences. Furthermore, we calculate the mean matrices for each class and for the superior students by the MATLAB program, and therefore we can draw the ISM graphs. By analyzing these ISM graphs, we try to compare the difference on the concept structure among these groups. We hope this can assist teachers to perform remedial instruction. The results of this study are as following:
1. The CAISM graphs were different for task-takers although they have the same total scores.
2. According to the CAISM graph of mathematics ability, the information of the links among concepts can provide the references for remedial instruction for a single student.
3. According to the group’s ISM graph of each class, a teacher can perform the group remedial instruction.
4. Using the group’s ISM graph of the superior students, a teacher can find the weakness of his/her class and perform the group remedial instruction.
Keywords: concept structure, mathematics ability, concept advanced interpretive structural modeling (CAISM), Interpretive Structural Model (ISM), remedial instruction
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Hsu, Chin-hsiang, and 許錦祥. "A study on solving processes of math puzzles forsixth grade students in elementary school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69495505877808590577.
Full textAbstract:
碩士<br>國立臺南大學<br>數學教育學系教學碩士班<br>98<br>The purpose of this research is to explore the solving processes of math puzzles for sixth
grade elementary school students under cooperative learning. After the students took the
training courses, the researcher investigates the changes and differences in problem solving
abilities among students. Besides, the degrees of acceptance for puzzle problems are also
studied.
The main results of this research are summarized as follows.
1. After taking the training courses of solving math puzzles under cooperative learning, the
students show higher motivation and more interests in learning mathematics. The students’
thinking abilities increase accordingly.
2. Both the boys and the girls have significant progresses on solving math puzzles.
3. Students in middle performance level progress more evidently.
4. The boys and the girls ability in solving math puzzles, boys’ grades don’t better than girls’ ,
no matter in pre-test or post-test.
5. The students’ achievements in school and their testing grades of math puzzles in this
research are correlated.
In conclusion, the training courses of solving math puzzles under cooperative learning have
positive effects toward math learning.
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Chou, Hsiang-Chi, та 周香琦. "Ａ Study on the Application of Cooperative LearningFor Math Instruction in an Elementary School". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/83866102831309482854.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>105<br>The purposes of this study were to analyze the effects of cooperative learning on mathematical achievement and to understand the problems and the possibilities while using cooperative learning during the math class in elementary schools. In addition, the other purposes of this study were, also, to improve the professional growth of math teachers’ through the action research. The participants consisted of twenty second graders, with four units of cooperative learning courses and the experiment had been implemented for ten weeks. The collection of the data included teaching journal, observation journal of the teacher, group works reflections, students’ homework, worksheets, interviews within students and questionnaires.
Action research is mainly adopted as quantitative ones during the research. Following are the results:
1. The mathematical learning achievement of elementary students could be enhanced
by using cooperative learning.
2. The mathematical learning motivation of elementary school students could be increased by using cooperative learning. Among the three aspects self-confidence, interest and class involvement were improved.
3. The teachers could improve their professional growth by using cooperative learning. Based on the conclusions, some suggestions were offered as references of applying cooperative learning to math teaching in the future.
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陳妍伶. "A Study on the Relationship among Class-climate Perception, Math Self-efficacy, and Math Anxiety of Elementary School Students in Kaohsiung." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08569947222010404272.
Full textAbstract:
碩士<br>國立高雄師範大學<br>教育學系<br>100<br>The main purpose of this study was to investigate the relationship among class-climate perception, math self-efficacy, and math anxiety of elementary school students in Kaohsiung. The questionnaire survey was used in the study. Seven hundred and six students were the fourth, fifth and sixth graders of elementary schools in Kaohsiung. The Class-climate Perception Scale, Math Self-efficacy Scale, and Math Anxiety Scale were used to collect the data. The collection data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis.
The conclusions were summarized as follows:
1. The class-climate perception in elementary school and the math self-efficacy in the present situation were at the upper middle level.
2. The classroom anxiety of elementary school students was higher than the median.
3. The fourth and fifth graders, or who had high mathematical achievement, had higher math self-efficacy.
4. Girls, or low mathematical achievement students had higher math anxiety.
5. The elementary school students’ class-climate perception showed significant positive relationship with math self-efficacy.
6. There was significant negative relationship between the “conflict” aspect of class-climate perception and math anxiety.
7. The elementary school students’ math self-efficacy showed significant negative relationship with math anxiety.
8. The elementary school students’ class-climate perception and math self-efficacy can predict math anxiety markedly.
At last, according to the results and discussions in this study, we propose concrete suggestions to school educators and future studies.
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Chiang, Sue-Fenq, and 江素鳳. "The Effects of Self-Instructional Training on Children with Math Learning Disability in Elementary School." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/74399380208343303246.
Full textAbstract:
碩士<br>國立彰化師範大學<br>特殊教育學系<br>85<br>Abstract
The purpose of this study was to investigate the effects
of self-instructional training on math learning disabled
children''''s inattentive behavior and math achievement. A
multiple-baseline design across individuals was employed in
this study. Three five-grade subjects participated in this
study. They were taught through self-instruction to decrease
their inattentive behavior and to enhance their math
achievement. The data collected were analyzed by using
visual analysis and C statistic. The results of this
study were as follows： 1. The self-instructional
training succeeded in facilitating the math learning
disabled children''''s scores of self-
instructional training, times of inattentive behavior, and
scores of math achievement.
2. The self-instructional training had maintenance effects in
the math learning disabled children''''s scores of self-
instructional training and times of inattentive behavior; but
unmaintenance in scores of math achievement.
3. When math learning disabled children''''s times of
inattentive behavior were decreased, scores of math
achievement were increased.
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wenliang, wang, and 王文良. "A research on building the test-questions library for the math area of Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/75222157045484586080.
Full textAbstract:
碩士<br>臺中師範學院<br>數學教育學系在職進修教學碩士學位班<br>93<br>The purpose of this research is to develop a Mathematics test item pool for the Elementary Schools’ Nine Year One Curriculum. There needs to set up a systematic mechanism for analyzing how test items are formed and analyzing tests model in order to have perfect guidelines for forming test items and for analyzing test items. This research uses test item checkup lists, validity examinations, difficulty indexes and discrimination indexes to conduct statistical information for tests and analyze the item distractor power. It also uses Kernel Smoothing Approaches to Nonparametric Item Characteristic Curve Estimation to estimate the option characteristic curves (OCC). The researcher found the systematic mechanism in the research is effective for developing the test item pool. It might provide a substantive guideline to teachers and related researchers in developing a test item pool.
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Chang, Chia-Chih, and 章嘉芷. "A Study of Applying Web Based Schematic Video for Solving Math Multi-step Word Problems to Elementary School Students with Low Math Achievement." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/16055496849302896520.
Full textAbstract:
碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>104<br>This research explored the use of schematic video on helping students with underachievement to solve multi-step word problems. Students with underachievement are generally poorer in understanding word problems. Students may also have reasoning difficulty and reading comprehension problems. There were six participants in this study who come from Tung-Shing Elementary School of Taichung. This experiment used a single-subject design to evaluate the effectiveness of schematic video for students with underachievement. There were 5 phases in the design. The base-line involved the CAT. The intervention involved the implementation of schematic video on web. The maintenance tests were paper and pencil tests. The results showed students improved immediately after intervention. They also retained most of the problem solving skills with new problems in the transfer phase.
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Huang, Cian-Fang, and 黃千芳. "The action research on using math writing to improve students’ problem solving ability in elementary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95980781105575322310.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>95<br>The purpose of this study was to explore the effects of math writing activities on problem solving ability in the mathematic class of fourth graders in an elementary school; moreover, to analyze if mathematic writing activities influence students’ problem solving ability in every stages; nonetheless, to investigate the error types of student’s problem solving, and to provide the strategies of the remedial instruction.
By using action research method, the subjects of this study were a class of forth-grader students of a country side in Miaoli County. Two sessions of learning journals, topic writing, free writing, and creative writing were conducted by the researcher, each teaching experiment session last for 2 weeks. With the comparisons of students’ performance on the pro-test and post-test of math-problem-solving-ability scale, the data were collected and analyzed.
The results show that, there is a significant effect on the math writing activities to math problem solving ability of forth-grade students in the elementary school. And, the performances of the post-test on the stages of understanding the questions, devising plans, implementing the plans, and verification the solutions are all better than pre-test. This indicates that implementing the math writing activities helps students on their performance on every stages of their math problem solving. At the last, this study founds that when students were learning 3-n-09、4-n-6、4-n-7、4-n-8, they tended to misunderstand 10 as a unit. Teachers should keep letting students to practice the conversions of big units and small units; moreover, the study found that the students are lack of sense of quantities. While teaching quantities, teachers should presents in iconic representation. Finally, teachers make students learned the cumulative of Unit Fraction, and to see Unit Fractiona as countable objects, then to comprehend the subtraction of Fractions and the meaning of Improper Fractions.
While implement math writing activities, teacher should bit by bit, from easy to difficult to choose the writing style which would easily stimulate students’ interests, and to creating a pleasure writing environment, to emphasize the functions of writing, and to encourage students to write, to share each others’ writing to build up students’ confident. And, the most importantly, teachers should be able to reflect the misunderstanding concepts from students’ writing and to improve their teaching.
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Wang, Yi-ping, and 王怡萍. "A study of solving math puzzles under cooperative learning for second grade students in elementary school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/04570576914736996866.
Full textAbstract:
碩士<br>國立臺南大學<br>數學教育學系教學碩士班<br>98<br>The objective of this research is to explore the students’ performances of solving
mathematical puzzles under cooperative learning, and further to investigate the
concept-building process under cooperative learning. Besides, we try to realize the influence
of this training process to learning achievements and to mathematical attitudes for students
of different kinds of performance levels.
The research is done on thirty-four second grade students in an elementary school of
Tainan County, including seventeen boys and seventeen girls. The study yields the following
results.
(1) The training process with cooperative learning notably increases the students’ test
performances about math concepts.
(2) For students of different kinds of levels, the training process with cooperative learning
brings positive effects.
(3) Under cooperative learning, team members trust to each other and they are self-confident
in learning mathematics, especially for students in poor and middle performance levels.
(4) Under the team-discussing way of cooperative learning, team members help with each
other in order to obtain incentive; most of the students can go on the learning voluntarily.
(5) Most of the students think that the training materials interest them, and agree that it helps a
lot in building math concepts under the situation of cooperative learning.
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Wu, Pei-Jou, and 吳珮柔. "A Study on Parents Attending Math Study Group Designed by Grade One Elementary School Class Teacher." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37211088427301233274.
Full textAbstract:
碩士<br>國立中山大學<br>教育研究所<br>98<br>The aim of this research is to study changes resulting from parents attending a study group designed by class teacher that include reading a chosen book and engaging in teacher’s designated activities relating to grade 1 elementary school mathematics contents; and trying ideas at home with school children. By referring to literature she decided on a study group format and adopted equal interaction and co-operative discussion setting. The math contents are: Number (1-10); Knowing about Geometric Shapes, Classifications (Color, Shapes). Data collection included questionnaire about study group meetings, children’s interviews, parents’ interviews, teacher’s diaries, video tapes of in-class activities. Analyzes of interviews is by Goldin (2000). The findings are four: through the above mentioned study group (1) parents upgraded themselves in math ability and in confidence and set goals relating to different age of children; (2) children were given the opportunities to learn in a variety of ways; (3) promoted parent-child interaction, especially at home; and, (4) enhanced parent-teacher relationships and stimulated creativity in teacher’s instruction.
50
CHANG, HUA-CHEN, and 張華真. "An Action Research on Competency-Oriented Instruction: A Case of Sixth Grade Math in Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/937z93.
Full textAbstract:
碩士<br>國立虎尾科技大學<br>資訊管理系碩士在職專班<br>107<br>The purpose of this study was to explore the design, implementation and effectiveness of the sixth grade mathematics teaching based on core competency and integrated into the Junyi Academy. After reviewing the development, significance and connotation of the core competency of the 12-year Basic Education, and analyzing the competency-oriented instructional design theory, the planning of the seven-course was the competency -oriented instructional design. The researcher cooperated with the faculty to carry out the curriculum implementation, through action research methods. One intact sixth grade classes (N = 24) from Yunlin county participated in this study. This study process used Junyi Academy and collected students' WSQ self-study sheets, math class’s journal, classroom videos, classroom observation records, interview records, teaching memory notes and the collaborative teacher’s observation record; Based on quantitative data of pretest and posttest to understand the students' mathematics learning outcomes. Through the cycle of practice and reflection, explore the practical process of this action research program and analyze student’s performance. Some results and discoveries are as follows: (1) when the Junyi Academy is integrated into the competency-oriented teaching, if it is paired with the WSQ sheets, it can enhance the learning outcomes and act autonomously competency ; (2) teachers can make good use of questioning strategies and group-based cooperative learning to enhance students' interpersonal relationship and teamwork collaboration competency; (3) collaborative lesson planning and lesson discussions are helpful for teachers to understand the connotation of competency-oriented teaching; (4) simplify the corresponding core competency items and design teaching with the four principles of competency-oriented teaching are helpful for teachers to implement core competency teaching. Finally, based on the research results, several suggestions are proposed as a reference for teachers' future teaching.