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Dissertations / Theses on the topic 'Gesture in mathematics education'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Hornbein, Peter. "Students' use of metaphor and gesture during collaborative work on tasks designed to foster students' covariational reasoning." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588190.

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Researchers have argued that gesture and speech, two elements of discourse, are neurologically related, and that language and mental imagery are intertwined. Because of this relationship between language, gesture and image, these discourse elements may allow a teacher to make inferences about the reasoning the student is using. In order for the teacher to make these inferences, students must engage in discourse, which I am initially defining here as written and spoken language and the accompanying gestures. This requires that students work on open ended, contextual problems that provide opportunities for discourse. An area that provides opportunities for discourse includes functions and the relationship between the covarying quantities that the function expresses.

By investigating discourse and covarying quantities, I will attempt to answer two, related research questions. What is the nature of students' use of metaphor and gesture when working collaboratively on tasks designed to provide opportunities for covariational reasoning? What information might the students' use of metaphor and gesture provide about the student's covariational reasoning? In order to answer these two questions, I analyzed data from four, ninth grade students during work on two task-based interviews in which the students completed a version of a widely-used bottle problem. The data analysis consisted of multiple passes coding for the quantitative operation, gesture and metaphor used by the students.

Gesture and metaphor helped make inferences about the quantitative operation the students were using and whether they were comparing or coordinating covarying quantities. The students' gesture allowed me to infer more about the underlying imagery they were using than did metaphor, however, the two were most powerful when considered together. Two of the four students were primarily comparing amounts of change in the two quantities and the other two students coordinated the two quantities. The results led me to a conjecture about the relationship of language, imagery and gesture, and how this relationship might be used in both educational and research settings.

I proposed a relationship between imagery, language and gesture that I referred to as the Language-Imagery-Gesture Triad with imagery and gesture forming the foundation supporting language. Linguistic structures such as metonymy and metaphor facilitate the relationship between imagery and language.

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2

Kochhann, Maria Elizabete Rambo. "Gestar : formação de professores em serviço e a abordagem da geometria /." Bauru : [s.n.], 2007. http://hdl.handle.net/11449/102013.

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Orientador: Nelson Antônio Pirola
Banca: Miriam Cardoso Utsumi
Banca: Carmem Lúcia B. Passos
Banca: Marta Maria Pontin Darsie
Banca: Ana Maria de Andrade Caldeira
Resumo: A presente pesquisa teve por objetivo investigar as possíveis contribuições de um projeto de formação de professores em serviço, o GESTAR - Gestão da Aprendizagem Escolar. O problema de pesquisa investigado foi: em que medida um programa de formação de professores em exercício nos anos iniciais do Ensino Fundamental, GESTAR, contribui: 1- para o desenvolvimento de conceitos, procedimentos e atitudes mais sólidos e positivos em relação à geometria; 2- para uma prática educativa adequada aos princípios e orientações do programa. O referencial teórico pautou-se em estudos e pesquisas relacionadas à resolução de problemas, à formação conceitual e ao desenvolvimento de conteúdos atitudinais e procedimentais. Foram sujeitos dos estudo dozes docentes em exercício de duas escolas de Rondonópolis-MT. O levantamento de dados envolveu o uso de diferentes instrumentos em três momentos distintos: pré-testem desenvolvimento de uma proposta que envolvia o projeto de formação de professores e ao final um pós-teste. Com o término da investigação foi possível constatar que as notas obtidas no pós-teste, foram significativamente mais elevadas do que as anteriores à capacitação em ambas as unidades escolares. Evidenciou-se uma melhora na aulas ministradas pelos professores quando precedidas por um planejamento adequado, fruto da reflexão teórico-metodológica desenvolvida ao longo do GESTAR. Diante disso, no caso dos sujeitos investigados o GESTAR contribuiu para a construção dos conteúdos e práticas elencadas no projeto.
Abstract: This paper aims to investigate the possible contributions of a teacher on duty formation project, the GESTAR-School Learning Management to the content development in these teachers. This was the research problem: In what extent does a teacher on duty formation program in the first years of Fundamental Teaching GESTAR, contributes: 1- to the development of concepts, more solid and positive attitudes and procedures in relation to geometry; 2- to an adequate course practice to the program principles and orientations? So, the theoretical referential was based in studies and related research the resolution of problems, conceptual formation and to the development of postural and procedural contents. The survey involved the use of different instruments in three distinct moments: Pre-test; proposal development; and post-test. The research participants were twelve teachers from two schools in Rondonópolis-MT. The results show that after this program their grades were significantly superior to the ones before this program, in both schools. The observed classes showed, when followed by good planning, possibilities of significant learning by the stundents, in general because of the kinds of activities, the geometric perception and the methodological alteration worked. This way the GESTAR contributes to the content development in the studied aspects and to make a teacher who is able to use the program principles and orientations.
Doutor
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3

McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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4

Josefsson, Elin. ""Ser ni nu att det betyder samma sak?" : En observationsstudie av lärares arbete med representationsformer i matematikundervisningen." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36254.

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Elever kan ibland uppleva svårigheter med representationsformer och därför är studiens syfte att undersöka hur lärare arbetar med olika representationsformer samt hur lärare arbetar för att påvisa samband mellan representationsformer. Studien grundar sig i variationsteoretiska principer. Studiens empiri består av observationer om sex olika lärares helklassgenomgångar av eget valt ämnesinnehåll som har analyserats med hjälp av Ekdahls, Venkats och Runessons teoretiska ramverk (2016). Resultatet av studien visar att lärare använder representationsformen ”skrivna symboler” mest i undervisningen, samt att representationsformerna varierar beroende på vilket ämnesområde lärare undervisar i. Resultatet visar även att lärare använder gester och verbala uttryck för att tydliggöra sambanden mellan representationsformerna.  Slutsatsen är att lärare använder olika representationsformer i undervisningen samt att lärare tenderar att använda olika linking actions i matematikundervisningen för att synliggöra sambanden mellan representationsformer.
Students experience problems regarding representations in mathematics. Therefore the purpose of this study is to examine how teachers’ work with different representations and how they clarify the connections between representations. The study is based on the principles of variation theory. The data, consisting of observations of six different teachers whole class introductions, have been analysed using Ekdahl, Venkat and Runessons theoretical framework (2016). The study shows that teachers use the representation called “written symbols” most frequent and that the representation vary depending of the subject. The result also shows that teachers use gestures and their verbal expression to clarify the relationship between representations. The conclusion is that teachers use different representations in teaching, and that teachers tend to use different linking actions in mathematics to make the connection between representations visible.
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5

Kochhann, Maria Elizabete Rambo [UNESP]. "Gestar: formação de professores em serviço e a abordagem da geometria." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/102013.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa teve por objetivo investigar as possíveis contribuições de um projeto de formação de professores em serviço, o GESTAR - Gestão da Aprendizagem Escolar. O problema de pesquisa investigado foi: em que medida um programa de formação de professores em exercício nos anos iniciais do Ensino Fundamental, GESTAR, contribui: 1- para o desenvolvimento de conceitos, procedimentos e atitudes mais sólidos e positivos em relação à geometria; 2- para uma prática educativa adequada aos princípios e orientações do programa. O referencial teórico pautou-se em estudos e pesquisas relacionadas à resolução de problemas, à formação conceitual e ao desenvolvimento de conteúdos atitudinais e procedimentais. Foram sujeitos dos estudo dozes docentes em exercício de duas escolas de Rondonópolis-MT. O levantamento de dados envolveu o uso de diferentes instrumentos em três momentos distintos: pré-testem desenvolvimento de uma proposta que envolvia o projeto de formação de professores e ao final um pós-teste. Com o término da investigação foi possível constatar que as notas obtidas no pós-teste, foram significativamente mais elevadas do que as anteriores à capacitação em ambas as unidades escolares. Evidenciou-se uma melhora na aulas ministradas pelos professores quando precedidas por um planejamento adequado, fruto da reflexão teórico-metodológica desenvolvida ao longo do GESTAR. Diante disso, no caso dos sujeitos investigados o GESTAR contribuiu para a construção dos conteúdos e práticas elencadas no projeto.
This paper aims to investigate the possible contributions of a teacher on duty formation project, the GESTAR-School Learning Management to the content development in these teachers. This was the research problem: In what extent does a teacher on duty formation program in the first years of Fundamental Teaching GESTAR, contributes: 1- to the development of concepts, more solid and positive attitudes and procedures in relation to geometry; 2- to an adequate course practice to the program principles and orientations? So, the theoretical referential was based in studies and related research the resolution of problems, conceptual formation and to the development of postural and procedural contents. The survey involved the use of different instruments in three distinct moments: Pre-test; proposal development; and post-test. The research participants were twelve teachers from two schools in Rondonópolis-MT. The results show that after this program their grades were significantly superior to the ones before this program, in both schools. The observed classes showed, when followed by good planning, possibilities of significant learning by the stundents, in general because of the kinds of activities, the geometric perception and the methodological alteration worked. This way the GESTAR contributes to the content development in the studied aspects and to make a teacher who is able to use the program principles and orientations.
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6

Andersson, Madeleine. "Handgester - ett sätt att uttrycka matematik : En observationsstudie av elevers användande av gester i geometri." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49266.

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Syftet med studien är att bidra med kunskap om hur elever i lågstadiet använder sig av gester för att kommunicera och uttrycka sig i matematik. För att besvara syftet utgår studien från två forskningsfrågor som fokuserar på elevers gester och muntlig kommunikation i samband med att de bygger en konstruktion med tre-dimensionella geometriska kroppar. Studien grundar sig i embodied cognition vilket innebär att man förutsätter att lärande sker med hjälp utav kroppen. Studiens metod utgörs av observationer med åtta elever, där samtliga observationstillfällen spelades in. Materialet analyserades med hjälp av en tematisk analys som resulterade i några centrala teman i studien. Resultatet visar att de deltagande eleverna i stor utsträckning använder gester för att uttrycka sig och kommunicera i geometri. Eleverna använde gester i samband med att de uttryckte geometriska kroppars form, läge och position. En av studiens slutsatser är att gester kan användas för att komplettera eller förtydliga elevers tankar när de bygger konstruktioner med geometriska kroppar.
The purpose with the study is to contribute with knowledge about how pupils in the elementary school use gestures to communicate and express mathematics. To achieve the purpose of the study the two research questions focus on pupils’ hand gestures and oral speech when they build a construction with geometrical three-dimensional shapes. The study is based on the theory of embodied cognition, which means that knowledge and learning is embodied. The data consists of observations with eight pupils and all the observation was recorded. The material was analysed using a thematic analysis and proceed to find central themes in the material. The result shows that the pupils frequently use gestures to express and communicate in geometry. The pupils used gestures when they expressed the shape but also situations and positions of the geometric shapes. The conclusion is that gestures can be used as a complement and to clarify the pupils’ thoughts when they build a construction with geometrical shapes.
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7

Klingberg, Ellen. "Med fingrar, haka, läpp och tår – resultatet av räknandet jag får : En kvalitativ studie av elevers handgester när de löser aritmetikuppgifter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49318.

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Studiens syfte är att beskriva hur elever i de lägre åldrarna använder handgester när de löser aritmetikuppgifter. Den teoretiska utgångspunkten i studien är embodied cognition, där det centrala i teorin är att vi lär oss genom kroppen. Tio elever i sjuårsåldern i Sydafrika har observerats med fokus på deras användning av handgester. Resultatet visade att flera av eleverna använder handgester när de löser additions- och subtraktionsuppgifter och att det finns ett antal olika handgester de använder sig av. De olika handgesterna delades in i taktila och icke-taktila gester, som i sin tur kopplades till konkreta och abstrakta gester. Slutsatsen av studien är att elever använder sig av olika handgester i olika kombinationer när de löser aritmetikuppgifter. Deras gester med händer och fingrar kan vara ett uttryckssätt för deras utvecklingsprocess och kan fungera som en bro mellan konkret och abstrakt tänkande.
The aim of the study is to describe how students of the lower ages use hand gestures when solving arithmetic tasks. The theoretical basis of the study is embodied cognition. The viewpoint of embodied cognition holds that the body is a tool for learning. Ten students in South Africa, aged seven, have been observed based on their use of hand gestures. The result showed that several students use hand gestures when solving addition and subtraction tasks and there were a number of different hand gestures being used. The various hand gestures were divided into tactile and non-tactile gestures. These could in turn be linked to concrete and abstract gestures. The conclusion of the study is that students use different types of hand gestures and also in various combinations when solving arithmetic tasks. Their hand gestures can be a way of expressing their development process and to function as a bridge between concrete and abstract thinking.
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Friesen, Sharon Linda. "Reforming mathematics in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ54778.pdf.

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9

Renert, Moses Eitan. "Living mathematics education." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36911.

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This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by my observation that much of mathematics education of today is obstructed by inertia. We teach mathematics today using methods and educational philosophies that have changed little in decades of practice, and we generally avoid the harder question of why do it at all? I use Wilber’s (1995) integral theory, a broad metatheory of psychosocial development, to conceptualize life in general, and aspects of life in mathematics education in particular. Wilber’s epistemological framework, called AQAL, describes reality as manifesting in four quadrants – subjective, objective, intersubjective, and interobjective – and in multiple developmental levels. I use AQAL to examine what is revealed about life in mathematics education through these perspectival lenses. The dissertation studies evolutionary dimensions of five related phenomena in mathematics education: purposes of teaching and learning mathematics, human relations in mathematics classes, the subject matter of mathematics, teachers’ mathematical knowledge, and ecological sustainability. I connect the diverse evolutions of these phenomena to reveal extant developmental pathologies in mathematics education, such as the Platonic barrier and excessive objectification. Moving beyond critique, the synthesis gestures toward a new emergent pedagogy – living mathematics education – that evolves mathematics education past these pathologies. The new pedagogy is elaborated through the examples of an instructional unit on circles and the participatory research methodology of concept study. I provide specific suggestions how living mathematics pedagogy may be practiced through dialogical classes, a new purpose of healing the world, a curriculum of sustainability, a skillful blending of Platonic and non-Platonic mathematics, and an improvisatory disposition towards teaching.
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Copeland, Brian Dwight. "Perceptivist mathematics education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28203.

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The aim of this paper is to outline and apply a perceptivist philosophy of education and a constructivitist theory of knowledge acquisition to a problem in secondary mathematics education. A working summary of perceptivism and constructivism is provided and a program and lesson materials are discussed within the context of perceptivist-constructivist ideas. The main thesis of this paper is that the way to translate perceptivist-constructivist ideas into practice in mathematics is to emphasize activities that lead to actual perceptions. The traditional problem with this is that often the computational abilities needed to deal with reality are too much for most students to deal with. The information age innovation that makes a utilitarian mathematics education more possible now, where it was not possible previously, is the development of the personal computer. The computer can act as an information processing "step up transformer" to boost students past computation to real, perceptual mathematics. The practical part of the paper consists of lessons aimed at a partial realization of perceptivism-constructivism in the classroom. The lessons concern concepts and skills from the traditional secondary mathematics curriculum areas; arithmetic, algebra, elementary function theory and calculus. The paper concludes with a report on field tests of the materials in the secondary classrooms of the author.
Education, Faculty of
Graduate
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Silva, Filho Analdino Pinheiro. "Forma??o continuada de professores de matem?tica: um estudo sobre a pr?xis docente no Programa Gestar II na Bahia." Universidade Estadual de Feira de Santana, 2013. http://localhost:8080/tede/handle/tede/263.

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Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-16T21:47:07Z No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5)
Made available in DSpace on 2015-11-16T21:47:07Z (GMT). No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) Previous issue date: 2013-05-23
This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (V?ZQUEZ, 2011) of professionalism (SACRIST?N, 1999). Accordingly, it?s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), N?voa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives.
O presente estudo discute a pr?xis docente consubstanciada no ?mbito da proposta pol?tico-pedag?gica de forma??o continuada do Programa GESTAR II de Matem?tica, implementado na Bahia, no per?odo de 2005 a 2012. Esse estudo ? de abordagem qualitativa e tem como objetivo geral analisar como a pr?xis docente ? compreendida no ?mbito da proposta pol?tico-pedag?gica do Programa GESTAR II de Matem?tica na Bahia. Tem como categorias de an?lises as ideias de pr?xis (V?ZQUEZ, 2011) e de profissionalidade (SACRIST?N, 1999). Nesse sentido, ? investigada a forma??o continuada do professor de Matem?tica a partir de uma an?lise cr?tica da ?arena? em que a pol?tica educacional ? produzida e como os princ?pios e preceitos por ela engendrados se fazem representados no modelo de forma??o proposto. Discute tamb?m as concep??es de forma??o continuada a partir das ideias de autores como Giroux (1997), Fusari (1997), N?voa (1995) e Pimenta (2009, 2011). Os instrumentos metodol?gicos utilizados foram a pesquisa documental, a pesquisa bibliogr?fica e o question?rio. Com base nesses instrumentos, foi realizado todo um cotejamento do observado nos acordos internacionais e nacionais de educa??o; nas diretrizes pol?ticas, pedag?gicas e curriculares de organismos multilaterais, do MEC e da Secretaria de Educa??o da Bahia; nos pressupostos pol?ticos, te?ricos e pedag?gicos que fundamentam o GESTAR II; na percep??o acerca da pr?xis docente de seis professores de Matem?tica do Programa GESTAR II, bem como nos autores que embasam o referencial te?rico desta pesquisa. Os dados coletados mostraram que a concep??o de pr?xis docente, via proposta pol?tico-pedag?gica de forma??o continuada de professores na Bahia, ainda encontra limites, tais quais: n?o tem conseguido formar uma acep??o verdadeira e significativa da pr?xis docente e n?o tem promovido significativas mudan?as estruturais e funcionais de trabalho voltadas para o desenvolvimento pessoal, profissional e social do professor. O estudo indica a necessidade de compreender que a atividade docente n?o ? exterior ?s condi??es psicol?gicas, culturais e sociais que os professores experienciam na din?mica social de suas vidas.
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Mumford, Katherine Hannah. "The relationship between vocabulary and gesture development in early childhood and infancy." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4924/.

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This thesis presents novel and original studies on the relationship between early vocabulary and gesture development. The thesis is split into two halves. First, the thesis addresses the issue of how seeing gestures can influence verb learning in 3-year-olds. Although previous studies have shown that gestures can aid word learning, the issue of how has not been addressed. This thesis is the first to demonstrate that gestures could help children to generalise novel verbs to specific referents within complex novel scenes. Secondly, the thesis investigates the relationship between language and gesture in the left hemisphere, as indicated by the right-over-left preference for gesturing, in previously untested age groups. The thesis provides evidence that at the onset of referential communication a reorganisation occurs and this may be driven by receptive, rather than expressive, language development. Observational results showed that 3-year-olds tended to use their right hand when they had built multimodal representations of novel verbs. This thesis then describes the first study to manipulate gesture handedness in children, which suggests that encouraging right-handed gesturing has an advantage over left-handed gesturing in a language task. This thesis extends the current literature with studies that have important theoretical and practical implications.
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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Leung, King-shun, and 梁景信. "Pre-service teachers' attitudes towards mathematics and mathematics education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B30106515.

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Leung, King-shun. "Pre-service teachers' attitudes towards mathematics and mathematics education /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595848.

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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 studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.
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18

Laurenson, David James. "Patterns of interactions among mathematics educators: Perceptions of high school mathematics teachers and university mathematics faculty." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185922.

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The aim of this study was to describe the interactions among mathematics educators, particularly high school mathematics teachers and university mathematics educators, with a view to determining the professional development that occurs in a university setting. Two university mathematics departments were selected for this study on the basis of their proactive stance in mathematics education. Data were collected through interviews, observations, and written materials pertaining to the mathematics education programs offered. Six university mathematics faculty members and six high school teachers were studied in depth to gain insight into the history, the current endeavors, the goals, the beliefs, and the outcomes of the various programs offered at the two sites. The data were analyzed using Glaser's (1967) constant comparison method to allow explicit coding procedures to accompany the generation of theory in a systematic manner. Having students as the focus of interactions is a characteristic at both sites as is an emphasis on problem solving. Both university educators and high school teachers believe in the work they are doing and think of themselves as being on the cutting edge of developments in mathematics education. The contexts in which the interactions operate display conditions of support, trust, respect, openness, commitment, and vision. The educators are involved in processes of mutual sharing in environments conducive to thinking about change. It can be concluded that interactions among mathematics educators in a university setting can be beneficial. The development of relations and interactive processes take time to establish and require the dedication of individuals who truly believe that mathematics education can be improved. Future studies could focus on the development of a framework for mathematics teachers' beliefs and on the ramifications of linkage structures that exist in collaborative ventures between schools and universities.
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Allie-Ebrahim, Ferial. "Students, texts and mathematics : an analysis of mathematics texts and the construction of mathematics knowledge." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10064.

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Bibliography: leaves 149-155.
This study deals with a systematic description of student production of mathematics texts and focused on written texts that appeared to be legitimate yet could not be upheld by a principled verbal description. A search of the literature on the analysis of students texts revealed that semiotic analysis, was not only scarce, but ideally suited to examining the social organisation of school mathematics practice. This study examines how student texts produced in response to typical school mathematics problems can, via a systematic analysis of texts, index the construction of mathematics knowledge. It outlines Dowlings' model of Social Activity Theory (1998) to produce a textual analysis which focuses on textual strategies to distribute message. These strategies and the message underpin the analysis. Practices that establish the message distributed indexes mathematics knowledge and curriculum practices. The notion of a mathematising gaze informing school practice was explored and was related to the construction of existing and pre-existing mathematics knowledge. To locate the effects of a mathematics gaze that could produce texts that lacked discursive elaboration in verbal discriptions, a comprehensive list of ideal types were developed to act as an interface between the empirical text produced that acted as a reading for constructive description of the theoretical terrain.
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Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.

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In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was answered by exploring the perceptions of 12 high school mathematics teachers in northwest Florida through a survey of 16 open-ended questions and a focus group discussion that guided the research. Furthermore, the survey and focus group data were triangulated with teacher artifacts that included lesson plans. This resulted in an aggregate of 15 themes that included time, professional development, gap in the students’ knowledge, student encouragement, application to real world, resources, rigor, student encouragement, teacher collaboration, student ownership, standardized testing, traditional teaching, too many topics, two-tracks courses, practice and mental math, and student collaboration.

The findings of this research support the need to provide teachers with more time to teach, plan, and collaborate. Teachers also need more support from the educational leaders to provide professional development that will help teachers apply real-world, collaborative learning, and move away from the current traditional teaching that most of the participating teachers in this study prefer.

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Graumann, Günter. "Reflecting Problem Orientation in Mathematics Education within Teacher Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82503.

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Kusanagi, Yuka. "The roles and functions of teacher gesture in foreign language teaching." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/357117.

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Language Arts
Ed.D.
This study is a qualitative and descriptive investigation of teacher gestures in EFL education. The specific aim is to describe the types, roles, and functions of gestures that are produced by native English speaking teachers in English as foreign language (EFL) classrooms in Japan by examining naturally occurring interactions. In addition to teacher gesture, I included some nonverbal behaviors such as suprasegmental features, nodding, and gaze direction so as to understand classroom interaction and communication in EFL classrooms. In order to accomplish these aims I employed a qualitative case study approach in five EFL classrooms at a university in an urban area in Japan. The primary data come from classroom interactions of a native English speaking teacher and his 26 students of one classroom over one semester that were analyzed through a microanalysis of videotapes of the naturalistic classroom interactions. In addition to videotapes, to better understand the interactions that occurred in the classroom, I gathered and analyzed observation notes from my perspective as a peripheral observer. I also collected retrospective stimulated video recall interview data from the teacher and some volunteer students for further analysis. Furthermore, in order to have wider understanding of multimodal foreign language (FL) classroom interactions, I observed four more EFL classes that were taught by two other native English speaking teachers at a university that was situated in a municipal capital in Japan as additional observations and a post-lesson survey with the teachers and students for additional analyses. My aim is not to seek causal explanation but to present plausible descriptions and interpretations of naturally occurring interactions in EFL classrooms. Analysis revealed that various types of teacher gesture were used by the teachers from five EFL classrooms. They were categorized into representational, referential, emphatic gestures, and emblems. The findings were further analyzed for the following functions: In EFL instruction, the teacher’s speech and gestures influence the transmission of knowledge and information as comprehension aids, classroom management, and students' affective states. All three teachers heavily relied on multimodal behaviors, primarily gestures. However, they not only used gestures, but also various nonverbal behaviors. The teachers selected a mode or a combination of modes according to their instructional purposes and personal styles such as giving knowledge and information, and giving directions. It was confirmed that the teachers presented visual input even when learners were not looking at them. The teachers' awareness of their gesture use differed individually. Whereas teacher 1 was not aware of his gesture production, Teacher 2 and Teacher 3 were conscious about their gesture uses and intentionally used certain types of gestures for pedagogy. Student interviews and survey suggested that the students perceived teachers’ gestures positively. Close analysis of the transcribed data suggests that multi-modes of communication including gesture serve to potentially enhance meaning-making in classroom interaction and communication. I assume that integration of these gestural functions of teacher gesture scaffold learning to some extent although the degree of its influence cannot be determined from this study. The teachers’ gestural and speech instruction might contribute to learning, in particular to multimodal semiotic meaning construction for the case of teacher gestures that function as comprehension aids, and that this kind of instruction definitely contributes to classroom management and atmosphere. Students reacted nonverbally to the teachers’ rich input in speech and gestural explanations, and followed the teachers’ speech and gestural directions. In addition, the classroom cohesion was promoted through the use of humor presented by bodily motions such as mimes and the use of students. This finding was confirmed by interview and survey results. This study contributes to the research on gesture in second and foreign language (L2 / FL) education, to the pedagogy of language education and subject matter education in the first language, and possibly to the larger body of research on gesture.
Temple University--Theses
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Gorodisher, Laura. "The methodology and psychology of mathematical education in Russia with comparison to mathematical education in the United States /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1526.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science." Includes bibliographical references (leaves 59-66).
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Van, Dyken Kymn M. "Technology in mathematics education and TI-Navigator in the mathematics classroom." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/KVanDyken2008.pdf.

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Goodell, Joanne E. "Equity and reform in mathematics education." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12291.

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This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are ++
set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.
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Khateeb, Majeda Education Faculty of Arts &amp Social Sciences UNSW. "Cognitive load theory and mathematics education." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42635.

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Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.
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Nivens, Ryan Andrew, and Samuel Otten. "Assessing Journal Quality in Mathematics Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/246.

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Otten, Samuel, and Ryan Andrew Nivens. "Assessing Journal Quality in Mathematics Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/215.

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Torr, Stuart. "Construal level theory and mathematics education." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/9132.

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Includes bibliographical references.
A common complaint of mathematics students is that mathematics is highly abstract. Students often find it difficult to attach meaning to the mathematical concepts they are expected to master. In addition to coming to grips with the abstract nature of the subject, mathematical proficiency requires engagement at a more concrete level. Students must be able to perform step by step algorithmic procedures, detailed algebraic manipulations and master new symbol systems. Mathematical competence often requires thinking at high and low levels of abstraction almost simultaneously and this creates a tension which lies at the core of mathematics education. This tension has been addressed in the literature on procedural versus conceptual approaches to mathematics education and in the literature on cognitive and metacognitive mathematical demands. Construal level theory, and to a lesser extent dual process theory, are theories in cognitive and social psychology which provide a lens through which the difficulties of reasoning at multiple levels of abstraction can be viewed. Construal level theory posits that thinking about psychologically distant objects influences the extent to which we view possibly unrelated objects abstractly or concretely. Psychological distance and abstract thought are cognitively linked together and make up Far Mode thinking. Psychological proximity and concrete thinking are intrinsically linked together to form Near Mode thinking. It is argued that construal level theory forms a useful framework for interpreting much mathematics education research as well as helping to explain the difficulties students experience in implementing problem solving heuristic strategies. Evidence is presented suggesting that priming mathematics students to adopt either a Near or Far mental mode has an impact on their performance in solving conceptually challenging mathematical problems.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/980.

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This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning that was given to these experiences. Data were collected and analyzed from individual interviews with 9 students and a focus group session. The findings of the study revealed that participants' past experiences influenced their current attitudes about the study of mathematics. Perceptions of mathematical ability, history of success or failure with grades, and the influence of the teacher and peers in the learning environment most influenced students' attitudes about mathematics. Moreover, current feelings impact the degree to which a student puts forth effort in the study of mathematics, and the relationship with the mathematics teacher had the greatest impact on student attitudes. To improve the perceptions that students have about the study of mathematics, expanded professional development opportunities may bring increased awareness of students' perceptions of the study of mathematics, and develop remedial mathematics programs that remove the negative stigma associated with them. The research study could lead to social change as its purpose is to improve student achievement in mathematics through changes in the remedial mathematics program.
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Schenkel, Benjamin D. "THE IMPACT OF AN ATTITUDE TOWARD MATHEMATICS ON MATHEMATICS PERFORMANCE." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241710279.

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Dlamini, Maxwell Sidumo. "The relationship between students' attitude toward mathematics and achievement in mathematics in Swaziland /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069223.

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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 mathematics state achievement test scores of fourth grade students who received instruction from Grades 1-8 credentialed teachers supported by a Math Coach (MC) during the 2012-2014 academic years. The theoretical base includes two components: National Council of Teachers of Mathematics Standards and Federal No Child Left Behind educational policy, which focus on standards-based education, curriculum, assessment, and instruction to meet students' mathematical needs. Data was collected from a census sample of 13,671 students' state scores from school years 2007-2008, 2008-2009 (MS) and 2012-2013, 2013-2014 (MC). The research question was whether there is a difference in MS and MC scores. An independent samples t test was used to compare the means of all the scores. The results show that the MS program produced statistically higher math scores than the MC. This supports the limited literature in favor of MS. Positive social change includes supporting increasing the use of the MS program in the local context to increase mathematics test scores and the potential for redistribution of federal funds to develop MS programs nationwide.
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Taylor, Denise. "The role of commercial mathematics schemes in primary mathematics teaching." Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288795.

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Sylne, Vladimir. "Impact of Inclusion Teachers' Mathematics Anxiety and Mathematics Self-Efficacy on the Mathematics Achievement of Learning Disabled Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1804.

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Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best practices in teaching. The research questions of this study involved understanding the impact of inclusion teachers' mathematics anxiety and mathematics self-efficacy on the mathematics achievement of LD students. A quantitative survey design was used, and data were collected from 15 volunteered participating inclusion math teachers using the Learning Mathematics Anxiety subscale; the Personal Mathematics Teaching Efficacy subscale; a demographic questionnaire; and students' school level state standardized test scores and end-of-course final average in Geometry, Trigonometry, Algebra I, or Algebra II. Regression analyses were used to evaluate the relationship between the variables of mathematics teachers' anxiety, mathematics teachers' self-efficacy, and student achievement. The findings of this study revealed that inclusion teachers' mathematics anxiety and teaching efficacy did not significantly predict mathematics achievement of LD students. The implication for social change is that further research that includes variables other than teacher mathematics anxiety and teaching efficacy is needed to understand mathematics performance of learning disabled students.
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Sasser, Jennifer. "Elementary teachers' perceived mathematics anxiety and teaching efficacy in relationship to students' mathematics achievement." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4567.

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The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their students' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachers' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachers' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
ID: 028731736; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology, and Leadership
Education
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Dunlap, Celeste E. "An Examination of Gender Differences in Today's Mathematics Classrooms: Exploring Single-Gender Mathematics Classrooms." Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033047176.

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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

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Thesis (M.Ed.)--Cleveland State University, 2008.
Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.
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Bucci, Terri Teal. "Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.

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Wakhungu, Henry K. "Pre-service elementary teachers' beliefs and conceptions about the nature of mathematics and mathematics learning." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3159910.

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Thesis (Ph.D.)--Indiana University, School of Education, 2005.
Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)
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Saintine, Thierry. "Mathematics Confidence in an Urban High-School: Black students' perception of mathematics education." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444144.

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Urban Education
Ph.D.
This was an investigation of students’ mathematics confidence and how it is shaped by their accumulated experiences in mathematics education, and informs their view of the purpose of mathematics in their current and envisioned lives. There is no shortage of studies on black students’ poor performance in mathematics education and its seeming persistence in spite of reform initiatives and policy changes. Conversely, there is a dearth of studies in the field on high achieving black students and the construction of their mathematics identities. Some scholars have argued that the plenitude of data on the failure of black students in mathematics education has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational scholars, policymakers, practitioners, but it has contributed to the alienation of many students from the community of “doers of mathematics.” In an effort to combat the pervasiveness of race-based beliefs of math ability, some researchers in the field of mathematics have advocated for the need to refocus research on better understanding students’ mathematics identity and its relationship to their performance. In light of this, this study, using ethnographic methods, examined the mathematics confidence—a subset of mathematics identity—of a group of seniors enrolled in honor’s pre-calculus at an under resourced urban comprehensive high school. Data collected and analyzed for this study showed that participants, in spite of a history of mostly success in math and despite being socialized to view the classroom as opportunity to challenge disparaging views of African Americans, refused to seek or claim membership to the community of math people. This study provides new insights into black students’ perception of and sense of belongingness to mathematics, and its potential impact on their academic and economic prospects.
Temple University--Theses
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Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.
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Young, Gerald. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668811.

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The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards.

The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence.

Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input.

Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.

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Shieh, Wenfu. "Spatial Visualization, Attitudes Toward Mathematics, And Mathematics Achievement Among Chinese-American, Hispanic-American, And Caucasian Seventh And Eighth Grade Students." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3424.

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Many studies have shown that spatial visualization and attitudes toward mathematics are positively and significantly correlated to achievement in mathematics. This study attempted to find out whether these relationships remain consistent across various ethnic groups. This study also attempted to ascertain if spatial visualization ability and attitudes toward mathematics vary among ethnic groups, and if these possible variabilities correspond to the different degrees of mathematical achievement. One hundred five 7th and 8th grade Caucasian, Chinese-American, and Hispanic-American students were selected from three of the five middle schools in the Stockton Unified School District to participate in this study. The DAT Space Relations Test, the Fennema-Sherman mathematics Attitude Scales, and the Comprehensive Tests of Basic Skills were administered to the students in the Spring of 1985 to assess spatial visualization ability, attitudes toward mathematics, and achievement in mathematics, respectively. The results indicated that Chinese-American students achieved significantly higher than Caucasian and Hispanic students in mathematics. The results of this study suggested that when English proficiency and family-income levels are controlled, Hispanic students (males and females combined) did not achieve at a significantly lower level than did Caucasian students as suggested in previous studies. Also when all three ethnic groups were combined, males achieved significantly higher than did females in mathematics. The data of the spatial visualization variable in this study indicated that Chinese-American males scored at a significantly higher level than did Chinese-American females. There was no significant sex difference in Caucasian and Hispanic groups. Students of both gender and all ethnic groups showed strongly positive attitudes toward mathematics. There were very few significant sex differences or ethnic differences in attitudes toward mathematics. There was a substantial correlation between spatial visualization and mathematics achievement. When all three ethnic groups were combined, females had a significantly higher correlation between mathematics achievement and spatial visualization than did males. Spatial visualization, ethnicity, and confidence of learning mathematics were significant predictors of mathematics achievement for the student population of this study.
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Sulaiman, N. A. J. "Exploring Kuwaiti mathematics : student-teachers' beliefs toward using Logo and mathematics education." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/117/.

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The main objective of this study is to explore the effect of one taught course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for mathematics instruction. The Logo module comprised of 24-sessions (deducted from the hours of the Methods of Teaching Mathematics course) and was non-compulsory and non-credit bearing. It was developed and taught by the researcher during the Fall semester 2007 at the College of Basic Education in the State of Kuwait. The researcher was not employed by the College of Basic Education: his only relationship with the College was to conduct his research there. The intention of the module was to give student-teachers the opportunity to experiment with a powerful innovation in a practical mathematics instruction context, both as students and as teachers, thus, enable them to reflect on and reevaluate their beliefs about the nature of mathematics, the teaching and learning of mathematics, and using Logo as an ICT tool. The study explores how participation in the Logo module course may have influenced these beliefs and promoted more positive beliefs toward using ICT and in particular Logo programming language in their future mathematics classroom, and its potential to reform education and enhance students’ learning. The fact that Logo is not used yet in Kuwaiti schools for mathematics education is one of the drivers of this study. A mixed methodology was used, to explore mathematics student-teachers’ beliefs. Two instruments for collecting quantitative and qualitative data were used to explore student-teachers’ beliefs prior to and following their participation in the Logo module: 1. A beliefs questionnaire, administered to thirty-two (32) mathematics student-teachers as a pre- and post-test; 2. A Semi-structured interview, administered to six (6) student-teachers as a pre- and post-test. Specifically, data collected by these instruments, in this study, attempted to investigate and answer the following two key questions: 1. What are Kuwaiti mathematics student-teachers’ beliefs about mathematics teaching and learning and the impact of ICT? 2. What is the effect of using Logo in a mathematics education course on Kuwaiti mathematics student-teachers’ beliefs about Logo and the teaching of mathematics? Analysis of the results showed a strong change in beliefs in support of the use ICT in general and in particular the use of Logo in their future mathematics instruction, as well as toward using constructivist teaching pedagogies.
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46

Schroeder, Sandra Davey. "The identification and description of changes in mathematics anxiety when remedial mathematics courses are taught using conceptual teaching methods." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313528.

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47

Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.

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48

Yates, April. "Reconceptualizing Early Childhood Mathematics Through Number Talks and Math Baskets| Challenging Dominant Mathematics Curriculum in One Kindergarten Classroom." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009981.

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This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.

Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education

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Lim, Chap Sam. "Public images of mathematics." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286496.

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50

Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

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Bibliography: leaves 221-223.
This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.
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