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Dissertations / Theses on the topic 'High school math'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Barkley, Cynthia Vanderwilt. "Math lessons for Fontana High School software." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/935.

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2

Lynn, Derek. "Implementing Writing in a Secondary Math Class to Improve Student Understanding of Math Concepts." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281622037.

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3

Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.

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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains

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4

Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitme

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5

Claiborne, Roberts Kenya. "High School Math Teachers' Perspectives About Improving Teaching Constructed Response Questions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2802.

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Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist

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Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.

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In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, profe

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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combin

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8

Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.

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Lucas, Roland. "Restructuring High School Math Learning Spaces with Interactive Technology and Transformative Pedagogy." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601712.

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<p> There are three hypotheses for this research: 1. High school mathematics students in urban public schools, who are provided interactive technology resources during normal course work, will experience a multiplier effect of enhanced learning in mathematics. They will have an increase in positive dispositions indicative of their identity development as competent doers of math. 2. Through focusing on solving problems that relate to the life-world of students, students will experience an increase in the levels of solidarity with participants of the course. This will have a positive impact of t

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10

Osowski, Cynthia Davis. "Relationship Between Job Embeddedness and Turnover Intention of High School Math Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6087.

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Teacher turnover has been a problem in U.S. public schools, especially among math teachers, and is more prevalent in schools that have a majority of students from low-income families. Teacher turnover has been shown to have a negative effect on student performance. The purpose of this quantitative, nonexperimental study was to investigate on-the job and off-the job embeddedness and its dimensions of links, fit, and sacrifice to determine effects on math teacher turnover intention. The theory of job embeddedness provided the framework for the study. Data were collected from 152 high school math

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11

Richardson, Sandra Denise. "Junior High School Teachers' Perceptions of Math Instruction for African American Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3001.

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A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The resul

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Sample, Shannon M. "The Effectiveness of a Math Tutoring Program at an Urban High School." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276965267.

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13

Zwyer, Kyle M. "The Impact of a Math Tutoring Program on Urban High School Tutors." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308075531.

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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

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15

Halperin, Marin. "Exploring the relationship between music participation on math scores and high school retention." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/394.

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If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music.--Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunately, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in standards-based reform initiatives. In fact, some school districts have discussed cutting the arts entirely fro

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Mushtaq, Fatima. "MATHEMATICS ACHIEVEMENTS AMONG HIGH SCHOOL STUDENTS IN AFGHANISTAN : Gender Difference In Math Achievements." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31339.

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This is a study of gender difference within the field of mathematics between 857 twelfth grade students (355 boys and 502 girls). The data sample contains a small group of students within two of the 34 provinces in Afghanistan. Ten of the schools were girls’ only, and twelve were boy schools. In this study the data collected was analyzed by comparing the results of test scores of 12th grade math high school students. The question to be answered within this research: To what extent differences are in mathematics achievements between male and female students at the high school level? The results

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Ditrick, Leslie K. "I Can't Do Math! Reflections on Mathematics Anxiety in Secondary Schools." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1523823170836094.

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Korenova, L., and D. Zidova. "Workshop: Some interesting math problems for high school students solved by graphic calculators CASIO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88172.

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The complete solution of real/life problems starts with the specification of the problem, its expression using mathematical concepts, solving it using a mathematical apparatus and interpreting its results using the terminology of the original problem area. In this four-stage process, graphic calculators can be efficiently used for speeding up its third (“purely mathematical”) stage. The application of ICT will free the teachers’ hands and allow them to concentrate on the pre-solution and post-solution relationships between the problem and its mathematical classification, representation, and me

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Knoll, Melissa J. "An analysis of high school students' attitudes about math and perceptions of cooperative learning." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999knollm.pdf.

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20

Reynolds, Lauren Wargelin. "The Effect of the iPad Math Intervention Mathspace on High School Algebra Computation Skills." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531828859488563.

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Meehan, Terry. "A Quantitative Quasi-Experimental Study of an Online High School Mathematics Remediation Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2612.

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The local problem that drove this study is that a high school in an upper middle class suburban city in Pennsylvania wants to improve its student scores on its end-of-course Algebra 1 Keystone Exam. The purpose of this study was to conduct a quantitative, quasi-experimental assessment of an online high school mathematics remediation program to determine if the remediation program was successful in its endeavor to remediate students. This research study, informed by the self-efficacy and the behaviorist learning theories, attempted to determine whether students who (a) scored below proficient o

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Edge, Donna L. Huffman Jane Bumpers. "Math literacy the relationship of algebra, gender, ethnicity, socioeconomic status, and avid enrollment with high school math course completion and college readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11046.

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Edge, Donna L. "Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11046/.

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The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participan

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Gilbert, Michael. "A professional development experience : an analysis of video case-based studies for secondary math teachers in linear functions /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7530.

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West, Suzanne. "The Predictive Relation of a High School Mathematic GPA to High-Stakes Assessment Achievement Scores in Mathematics." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13264.

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Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these

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Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.

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Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts re

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Chaoui, Nayla Aad. "Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/21.

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The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats - Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships

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Fetterolf-Klein, Shelley. "Teacher leadership practices, supports and challenges in implementation of the common core high school math standards." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686073.

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<p> The purpose of this qualitative phenomenological study was to explore and describe the practices of teacher leaders in a PLC content team along with the supports they received and needed as well as the challenges they encountered during implementation of the Common Core State Standards for high school mathematics in a Southern California school district. Because research shows most change initiatives require active leadership and yet are difficult to sustain there existed a need to study and describe the experiences of the teacher leaders during this curricular change to the Common Core

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Scarpello, Gary Vincent Vaidya Sheila R. "The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/492.

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Snopkowski, Michael David. "Creating cost-effective structures to improve the use of data by math teachers at the secondary level." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 245 p, 2009. http://proquest.umi.com/pqdweb?did=1833621201&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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31

Krier, Kathleen. "Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/121421.

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CITE/Mathematics and Science Education<br>Ed.D.<br>Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership of Greater Philadelphia (MSPGP) had any relationship with changes in PSSA scores and math course taking patterns for students attending 23 partner district high schools. Participation included time spent attending professional development provided by the MSPGP and the level of engagement that a district had with the partnership. Results showed significant gains in PSSA achievement overall (t = 4.

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Ozturk, Mehmet Ali. "Personal and Social Factors That Influence Advanced Course-Taking during High School." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27603.

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This study explored the factors that influence public high school students' advanced math course-taking. The factors investigated were parental involvement, peers' educational aspirations, students' own educational aspirations, and math self-concept. These factors were further examined for students in different settings as defined by school demographic variables of urbanicity, minority concentration, and poverty concentration. The study analyzed longitudinal data from the National Education Longitudinal Study of 1988 (NELS: 88), using structural equation modeling. Results indicated that parent

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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.

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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gend

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Puttre, Catherine P. "Does the Degree of Implementation of the Components of the Middle School Design Relate to High-Stakes Assessment Scores in Grade 8 Reading and Math?" Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26080.

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Does the degree of implementation of the components of the middle-school design relate to high-stakes assessment scores in Grade 8 reading and math? There currently exists a conflict between the advocates of the middle-school components and those who support an abandonment of this philosophy and conceptual model for a more conservative and curriculum centered school structure. The outcome of this study provides valuable data to resolve this debate. Socioeconomic ratios, minority percentages, and student attendance were controlled for as they impact student achievement. The middle-school conce

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Heywood, Joseph Leland. "Teachers' Perceptions of the Effects of the AIMS Test on Arizona High School Math and English Curriculum and Instruction." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/490.

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This is a doctoral dissertation centered on a qualitative research case study on teachers' perceptions of the effects of a particular high-stakes test--the Arizona Instrument to Measure Standards (AIMS) on high school English and math curriculum and instruction. Specifically, this case study involved three focus group interviews at three Arizona high schools. Participants were experienced English and math teachers at each school site. To broaden the perspective gained from the focus group interviews, the study included classroom observations and document analysis. Two of the high schools chose

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Mary, Michael Todd. "An investigation of the impact of science course sequencing on student performance in high school science and math." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721730.

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<p> High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as “physics first” inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in th

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Avery, Zanj Kano. "Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/548.

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The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four inservice teachers with backgrounds in physics, chemistry, industrial education, math, and electrical engineering participated in the 2006 National Center of Engineering and Technology Education (NCETE)-sponsored PD workshops at California State University, Los Angeles (CSULA) and provided three sources of data that were used to answer the research question, "What are the effects of PD on infusing engineering design into high school scienc

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Wang, Yi-Sin, and 王怡心. "A study on the Relations among Math cram school, Math Learning Attitude and Math Learning Achievement of Junior High School Students-A sample of certainin Kaohsiung Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/67911635109099840990.

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碩士<br>義守大學<br>管理學院管理碩士在職專班<br>99<br>The purpose of this study is to investigate the relations among math cram school, math learning attitude and math learning achievement of junior high school students. The subjects totaled 288 students for this study were sampled from Feng-chia junior high school in Kaohsiung. The data collected were analyzed by t-test, one-way ANOVA, Pearson Product-moment Correlation and Multiple Regression Analysis. The results are as follows: 1. About 80% students have gone to math cram school. 2. One the whole, the Math learning attitudes of subject students are average.

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Wang, Yi-Chuang, and 王意粧. "Behavior towards learning math in junior high school." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/77542407921940806796.

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碩士<br>輔仁大學<br>應用統計學研究所<br>93<br>In order to characterize the students’ behavior towards learning math and the possible correlations of the main factors that have influences on their academic achievements. Responses of 1005 questionnaire survey from Ling-yun Junior High School, Taoyuan and Bao-sjh Junior High School, Hsinchu are statistically analyzed by Descriptive statistics, Factor Analysis, Cluster Analysis and Classification And Regression Tree. The result includes: 1.The numbers of the male and female students inquired are almost the same. 2.According to the attitude toward learning mat

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Fan, Chi-Hsiung, and 樊繼雄. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51588649398305253500.

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碩士<br>國立屏東科技大學<br>技術及職業教育研究所<br>97<br>The purpose of this study is to investigate the situation among math cram school experiences, math learning attitude and math learning achievement of junior high school students as well as to examine the differences among their math cram school experiences, math learning attitude and math learning achievement. Moreover, the researcher examines the possible predictive factors of math learning achievement. The questionnaire-survey is conducted. The subjects are students from Pingtung high school. 801 students are selected from cities, rural area, and remote

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Hong, Sheng-Min, and 洪聖旻. "Effects of ARCS Model on Math Anxiety and Math Competence of Vocational High School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/29188852171379661815.

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碩士<br>大葉大學<br>教育專業發展研究所<br>104<br>The purpose of this study was to investigate the effects of ARCS model on math anxiety and math competence of vocational high school students. With a nonequivalent pretest-posttest control group design of the Quasi-experimental approach, the study was conducted with totally 73 freshmen of vocational high school students. The subjects of this experiment were divided into two groups—one was an experimental group with 37 students, and the other was a control group with 36 students. The control group was instructed as usual, but the experimental group was implemen

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Chen, Wei-Hung, and 陳偉浤. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Taichung Municipal Kuang Rong Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37124186310251749949.

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碩士<br>中華大學<br>應用統計學系碩士班<br>100<br>This study aims to realize the current situation of junior high students’ experiences in the after school mathematics lesson attitudes toward math learning and math learning achievement. Moreover, it looks into the experiences of after school mathematics lesson, learning attitude toward math, differences of learning achievements in math and pre-test outcome of learning achievement among students of different background. The present study uses the method of questionnaire. Means of data-collection include background knowledge of the testers, experiences Inven

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Cheng, Ju-ping, and 鄭如萍. "Related Factors of Math Learning Interest for Junior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/rrqvay.

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碩士<br>國立中山大學<br>教育研究所<br>102<br>This study adopts questionnaire survey to investigate the related factors of math learning interest for junior high school students. Research objectives are as follows: (1) to understand the current situation of math learning interest for junior high school students, (2) to compare junior high school students of different backgrounds in math learning interest, (3) to compare junior high school students of different backgrounds in math learning achievement, (4) to investigate the relationship between personal interest and situational and analyze the predictabilit

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Chen, Wen-Shu, and 陳玟秀. "The Construction of Math Diagnostic Test for Junior High School Students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/48805563909121085074.

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碩士<br>國立高雄師範大學<br>特殊教育學系<br>88<br>The purpose of this study was to collect the reliability and validity evidences for Math Diagnostic Test. The methods of internal consistency was used for test reliability evidence. It was found that the reliability estimates of test scores range from .958 to .933. In validity evidence, the logical component structure analysis, criterionrelated have been used. The findings supported that the Math Diagnostic Test have desirable validity evidences. The subscale scores of the test were able to differentiate the normal class students from the resource class st

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Cheng, Hui-San, and 鄭惠珊. "A Study on the Relationships among the Math Cram Schooling, Math Learning Attitudes, and Math Learning Achievements of Students for Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88120622368736585112.

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碩士<br>明道大學<br>課程與教學研究所<br>102<br>Math Learning Attitudes, and Math Learning Achievements of Students for Junior High School Advisor : Mei-Hui Lin Ph.D. Author: Hui-San Cheng Abstract The purpose of this study was to investigate the relationships among students’ cram schooling, mathematics learning attitude, and mathematics test scores in Changhua County. A questionnaire of the “Math Cram Schooling and Math Learning Attitude Scale” was employed as a research instrument. A total of 630 subjects were sampled with cluster random sampling method from junior high schools in Changhua. The statistica

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Yen, Chia-Nan, and 顏嘉男. "Junior High School Math Teachers’ Awareness about Students’ Math Ability – the Math Area of the 9-year Integrated Curriculum in Tainan County Sampled." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/78567064615208216238.

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碩士<br>致遠管理學院<br>教育研究所<br>95<br>This study aimed to explore what influence the Mathematic Area of the 9-year Integrated Curriculum has on junior high school students in terms of their math -ematic ability and to offer some suggestions according to the results of the study. A questionnaire survey and a documentary analysis were conducted to carry out the investigation. The questionnaire survey, in which the 256 participants were all qulified math teachers at the public junior high schools in Tainan County in 2006, was intended to examine the influence of the Mathematic Area of the 9-year Integr

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Johnson, Catherine Erin. "Attitude or anxiety: mathematics disposition of high school algebra I students." Thesis, 2006. http://hdl.handle.net/10057/650.

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The purpose of this study was twofold: (a) to investigate the prevalence of mathematics anxiety among freshman Algebra I students in an urban, Midwestern high school, and (b) to find out if a pre-quiz and quiz intervention could reduce mathematics anxiety in one specific class. The Mathematics Anxiety Rating Scale for Adolescents (MARS-A) was the primary quantitative data collection instrument. Qualitative data were collected using the Mathematicsitude Survey, student reflections, and interviews. Findings from the MARS-A showed that 50% of students experienced a significant amount of mathemati

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Hsieh, Chung-Han, and 謝忠翰. "Learning Problems and Coping Strategies of High School Students in Math Awareness -An Example of Ten-Jen High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57173784451021190464.

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碩士<br>致遠管理學院<br>教育研究所<br>97<br>The study mainly attempted to investigate the situation of encountering learning problems and coping strategies by vocational high school students in learning mathematics. Meanwhile, we will study the differences among various backgrounds of students in aspects of learning problems and coping strategies. We look forward to finding out the reason why students meet the problems and how they cope with them, which would be references for school teachers and education institutions and. Besides, the study findings will improve students’ efficacy, promote learning quali

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Pan, Shou-he, and 潘守和. "A study of the Math Teaching Planning of Senior High School – An Example of a Senior High School Taken." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/88832736786197009139.

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碩士<br>輔仁大學<br>應用統計學研究所<br>96<br>The current Senior High School education in Taiwan adopts “many textbooks on one guideline.” To avert the deviation from the enacted education policy, the researcher displayed the math teaching planning for students with certain degrees. This study explored two aspects. First, on the basis of the bylaws of the course guidelines of Academic Year 95, the significance of these bylaws emerged through the researcher’s compiling and analyzing the recent 20-year math questions to the SAT (Scholastic Aptitude Test) and DRT (Department Required Test). Second, the researc

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