Dissertations / Theses: 'Lower secondary school mathematics'

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Teh, Keng Watt. "A comparative study of lower secondary mathematics textbooks from the Asia Pacific region." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1401.

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The rationale behind this study concerns the issues school administrators and teachers of expatriate students face over the progress and placement of the growing number of these students in mathematics classrooms in various countries brought about by the demographical changes occurring in this globalization era. This study aimed to present a method of examining lower secondary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected mathematics learning across the different curricula. It is anticipated that such an investigation will be of value to those responsible for the correct level of placement of these students.Six sets of textbooks from four countries on the Asia-Pacific rim, namely Australia, Brunei, China and Singapore, were selected for this study. The textbook content of each country was analyzed in terms of strand weighting and content details, and then coupled with information gained from interviews with teachers. This led to the findings which addressed the various issues raised.The findings facilitated a comparison of the learning paths offered by the various textbooks, fleshed out the differences and similarities of the various curricula and made available detailed comparisons of the textbooks' content in terms of topics covered. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study.The findings will be of interest to all who are interested in the mathematics taught in the countries involved.Outcomes will be particularly useful to curriculum planners and textbook writers as well as the administrators and teachers of International Schools and other schools enrolling expatriate students from these countries. The study offers a 'simplistic' way of evaluating textbooks to assess students' learning progress, and highlights the traits of the countries' curricula to provide a general idea of the mathematics ability expected from the expatriate students residing in these countries.

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Teh, Keng Watt. "A comparative study of lower secondary mathematics textbooks from the Asia Pacific region." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17143.

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The rationale behind this study concerns the issues school administrators and teachers of expatriate students face over the progress and placement of the growing number of these students in mathematics classrooms in various countries brought about by the demographical changes occurring in this globalization era. This study aimed to present a method of examining lower secondary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected mathematics learning across the different curricula. It is anticipated that such an investigation will be of value to those responsible for the correct level of placement of these students.Six sets of textbooks from four countries on the Asia-Pacific rim, namely Australia, Brunei, China and Singapore, were selected for this study. The textbook content of each country was analyzed in terms of strand weighting and content details, and then coupled with information gained from interviews with teachers. This led to the findings which addressed the various issues raised.The findings facilitated a comparison of the learning paths offered by the various textbooks, fleshed out the differences and similarities of the various curricula and made available detailed comparisons of the textbooks' content in terms of topics covered. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study.The findings will be of interest to all who are interested in the mathematics taught in the countries involved.
Outcomes will be particularly useful to curriculum planners and textbook writers as well as the administrators and teachers of International Schools and other schools enrolling expatriate students from these countries. The study offers a 'simplistic' way of evaluating textbooks to assess students' learning progress, and highlights the traits of the countries' curricula to provide a general idea of the mathematics ability expected from the expatriate students residing in these countries.

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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.

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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.
Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.

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Neuman, Jannika. "Vad tycker eleverna om matematiken? : En kvantitativ studie av högstadieelevers attityder till matematiken, arbetssätt, samt hur de skulle vilja förbättra undervisningen de får i ämnet." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12797.

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Både nationella och internationella utvärderingar, samt betygsstatistiken visar att de svenska högstadieelevernas resultat i ämnet matematik dalar. Många elever uppfattar ämnet som svårt och granskningar visar att matematiklektionerna ofta är enformiga och mestadels består av elevernas eget arbete läroböckerna. Denna studies syfte är att undersöka vad eleverna själva har för attityder till matematiken, vad de anser om olika arbetssätt inom ämnet, samt hur de skulle vilja förbättra den matematikundervisning de får idag. För att besvara dessa frågor har jag gjort en enkätstudie med 117 elever från årskurs sju och åtta i en högstadieskola i Svealand, Sverige. Resultatet av studien visar att många elever uppfattar matematiken som svår och det är inte ett av de ämnen eleverna tycker mest om i skolan. Dock är attityderna inte helt igenom negativa då en majoritet samtidigt anser att ämnet är viktigt och är relativt nöjda med den undervisning de får idag. Angående arbetssätt är det helt klart enskilt arbete och arbete i läroboken som dominerar, medan de laborativa och kommunikativa arbetssätten fått stå åt sidan. Vidare visas det att många elever vill arbeta mer med annat material än läroboken, till exempel med spel, parövningar och grupparbeten, då de anser dessa arbetssätt vara både roliga och lärorika. Därutöver framkommer det att även om vissa arbetssätt anses som tråkiga behöver detta inte innebära att de av eleverna samtidigt anses vara icke lärorika. Utifrån resultatet av enkäten och litteratur inom ämnet har slutsatser dragits, vilka visar att eleverna behöver och efterfrågar en mer variationsrik undervisning. Dock går det inte att dra generella slutsatser om en undervisning som är optimal för alla elever, utan detta varierar beroende på elever och klass då undervisningen måste anpassas efter deras sätt att lära. Av den anledningen är en öppen dialog och ett demokratiskt arbetssätt i skolan en nödvändighet för att få till en undervisning som i största möjligaste mån är anpassad efter elevernas behov.
Both grading statistics and national and international evaluations show that the mathematic results of the Swedish students in the lower secondary school are descending. Many students find the subject difficult and numerous reports show that classes in mathematics often are monotonous and typically consist of the students’ own work with textbooks. The purpose of this study was to examine students’ attitudes towards mathematics, what they think about different methods of working during the mathematic lessons the and how they would like to improve the mathematic education they receive today. To answer these questions I conducted at survey with 117 students from grades 7th and 8th in a lower secondary school in Svealand, Sweden. The results from the study show that many students see mathematics as difficult and it is not one of the subjects that they like most in school. However, the attitudes are not negative all through since a majority of the students at the same time consider the subject as important and are pleased with the education that they get today. Further more the study demonstrates that many students would like to work more with exercises in pairs, exercises in groups and other material than the textbooks since they find these kinds of working methods as both fun and useful. Beyond this, the results also show that even if the students do not consider all working methods as fun they think about them as useful. On the basis of the results and literature within the subject conclusions have been drawn which shows that the students need and wish for more variety in mathematic classrooms. However, it is not possible to draw general conclusions about an education that is optimal for all students, because this varies depending on the students and the class and the education has to be adapted to their ways of learning. For this reason an open dialog and a democratic way of working in school is essential if we want to obtain an education that in as many ways as possible is adapted to the student needs.

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Lubisi, R. Cassius. "An investigation into mathematics teachers' perceptions and practices of classroom assessment in South African lower secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343868.

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Breton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21406.

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Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools
Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor.

Matematik

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Virtanen, Susanna. "Elevers möjlighet till reflektion i matematikundervisningen : En studie i grunskolans årskurs 9." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12027.

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Studiens huvudsakliga syfte är att få kunskap kring om och hur elever i skolår 9 stimuleras till reflektion i matematikundervisningen. Den tidigare forskning som presenteras i litteraturgenomgången visar på reflektionens betydelse i lärprocessen och ger riktlinjer för vilka aktiviteter som uppmanar till respektive hämmar elevers reflektion. Genom en kvalitativ fallstudie, med i huvudsak lektionsobservationer som utgångspunkt och med efterföljande lärarintervjuer som stöd, har syftet uppnåtts genom att kartlägga den aktivitet som förekommer i praktiken. Undervisningsaktiviteter som kan uppvisa en positiv respektive negativ effekt på elevers möjlighet till reflektion har vid bearbetning och analys av materialet kunnat urskiljas. Resultatet visar att trots att lärare är positivt inställda till metakognition och ett reflekterande arbetssätt förekommer endast i vissa fall tillfällen då eleven stimuleras till reflektion och denna får ske. Vanligt förekommande i lärares undervisning är situationer som skulle kunna fungera som reflektionsstimulerande om de ges utrymme och reflektionen följs upp. Studiens resultat kan bidra till att påminna och göra lärare medvetna om vilka aktiviteter som stödjer reflektion samt förmedla vikten av att eleverna redan i grundskolans tidigare år undervisas om och utsättas för en undervisningspraktik som kontinuerligt kräver förekomsten av reflektion.
Research presented in the literature study show the significant value of reflection in the learning process. The overview also highlights activities that encourage and inhibit students’ reflection. The aim of this study is to examine whether and how students in Swedish school, grade 9, are stimulated to use reflection in mathematics education. This was conducted through a qualitative study, with essentially lesson observations as the main method and teacher interviews as supporting method. Teaching activities that may have a positive or negative effect on students’ ability to reflect have been identified in the process and analysis of the research material and are presented in the result chapter. The results show that although teachers express a positive view on metacognition and reflective approach, such situations occur to a limited extent. Common in teachers’ lessons are sequences that could stimulate reflection if appropriate actions as follow up had been taken. The result of the study could make teachers aware of what kind of activities that support reflection. It may also convey the importance of the fact that pupils need to be taught and subjected to a teaching practice that continually requires the presence of reflection.

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Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.

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Hektor, Matilda. "Livsberättelser åskådliggör minnen om erfarenheter av och uppfattningar om matematik." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-242221.

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Det här examensarbetet har som syfte att se om elevers minnen om sina erfarenheter av och uppfattningar om matematikundervisningen går att koppla med de olika att koppla till de valda lärandeteorierna: en sociokulturell-, en kognitivistisk och en behavioristisk lärandeteori. Syftet var också att utifrån elevers berättelser om matematikundervisning uttolka positiva och negativa ståndpunkter i relation till matematikämnet och matematikundervisning. Frågeställningarna som ställdes i undersökningen var: - Hur har elevers minnen om sina erfarenheter av matematik bidragit till deras nuvarande uppfattningar om matematikämnet? - Hur kan elevers minnen av sina erfarenheter förklaras enligt valda lärandeteorier? För att erhålla empiri inom undersökningen genomfördes fem individuella intervjuer med elever i årskurs 8. Resultatet presenteras i form av olika profiler för eleverna framskrivna som livsberättelser. Av resultatet framkom det att negativa uppfattningar om ämnet ofta grundade sig i att eleven inte förstod hur en uppgift skulle lösas, och att det då låste sig. De som upplevde matematikämnet negativt beskrev även en jobbig känsla av att det är lätt att jämföra sina egna resultat och sin kunskapsnivå med andra elever, eftersom det inom matematikämnet ofta tydligt återfinns ett rätt svar. Eleverna uttrycker att detta utmärker matematikämnet jämfört med många andra ämnen. Resultatet visade även att den främsta anledningen till att eleverna utvecklat en positiv uppfattning om ämnet är att de har levt med känslan att de klarar av att lösa uppgifter utan problem. Av resultatet framkom det också att de teman som återfanns i elevernas livsberättelser gick att relatera till- och uttolka genom fler än en lärandeteori, vilket kan tyda på att olika teorier kan förklara en bra inlärning, hur det utvecklas positiva känslor till ett ämne. De kan också förklara när det inte sker tillräckligt lärande vilket kan skapa kunskapsluckor och utveckling av negativa känslor till ämnet.
The purpose of this thesis is to find out how students´ memories about their experiences of mathematics teaching influence their perception of mathematics as subject and mathematics teaching, and if these perceptions can be connected to the chosen learning theories: a socio-cultural, a cognitive and a behavioral learning theory. Another aim of this report is to describe positive and negative positions in relation to the mathematics as subject and mathematics teaching based on students' stories about mathematics teaching. The research issues for this study are: - How have students´ memories of their experiences contributed to their current perceptions of mathematics as subject? - How can students´ memories of their experiences in mathematics be explained according to selected learning theories? To obtain empirical data within the study, five individual interviews were conducted with students in 8th grade in a school outside Stockholm. The result is presented in different profiles for the students projected as life stories. The result shows that negative perceptions about the subject were often based on the fact that they did not understand how a task would be solved, and they therefore got stuck. Those who experienced the subject of mathematics negatively experienced that it was That it is easier to compare results and knowledge within mathematics than other subjects, as there often are only one correct answer. The result also shows that the main reason why the students developed a positive opinion in relation to the subject is that they have lived with the feeling that they are able to solve tasks without problems. The result also shows that the themes that could be distinguished life stories told by the students were relatable and able to interpret through more than one learning theory. Which may indicate that different theories can explain a good learning and how positive emotions develop to a topic and explain when there is not enough learning which can create knowledge gaps and the development of negative emotions on the subject.

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Nordström, Lisa. "Lärobokens möjligheter för utveckling av det algebraiska tänkandet : En granskning av läroböcker för grundskolans senare år." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75432.

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Matematikundervisningen i den svenska grundskolan är starkt läromedelstyrd. Med en fundamental grund i det svenska styrdokumentet LGR 11 har läromedlen genom undervisningen en betydande roll för att utveckla och gynna elevernas lärande. Undervisningen påverkas således av det ämnesinnehåll ett läromedel består av. Kunskaper i algebra har visat ha en betydande roll för elevers matematikinlärning. Syftet med denna studie är att undersöka vad som kännetecknar det algebraiska innehållet i dagens läroböcker. Detta med fokus på hur det algebraiska tänkandet kan karakteriseras och gynnas för elever i grundskolans senare årskurser. Med läroböckernas starka koppling till styrdokumenten tas även i beaktning hur algebraiskt innehåll beskrivs och hanteras där. Matematikdidaktisk forskning finns att tillgå med liknande syfte för grundskolans tidigare år där ett ramverk av fem Big Ideas fastställts för att karakterisera det algebraiska innehållet i läroböcker. Detta ramverk har använts även i denna studie med fokus på årskurs 7-9. Resultaten visar att det algebraiska innehållet i grundskolans senare år är starkt präglat av variabelhantering såväl som olika metoder och aspekter relevanta för ekvationslösning.
Mathematics education in Sweden is heavily influenced by textbooks. Being based on the Swedish curriculum and adapted to its content, the textbooks carry great weight in relation to the pupils’ teaching experience. Algebraic knowledge comprises an important role in the learning of mathematics. The aim of this study is to identify what characterizes the algebraic content in Swedish textbooks and curriculums for the lower secondary school. Researchers within mathematics education have previously published studies related to this aim in the lower level of elementary school. Five Big Ideas were identified and used as a framework to characterize the algebraic content in earlier studies. Those five Big Ideas were also used as a framework in this study. The results show that the algebraic content in lower secondary school is largely composed of methods for using variables. Methods and aspects suitable for solving equations were also frequently represented.

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Bazzazi, Sogol. "Dialogisk undervisning inom matematik : En fallstudie kring hur dialogisk undervisning framträder på låg-, mellan- respektive högstadiet." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301730.

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På grund av mångfalden i dagens svenska skolor kan inte alltid traditionellt arbetssätt i matematikundervisning främja elever att utveckla sina förmågor såsom analys- och resonemangsförmåga. Läroboksstyrda lektioner ger inte elever möjligheter att komma till tals, lyssna på andras resonemang, tänka kritiskt och analysera andras tankesätt. Därför som matematiklärare blir det intressant att undersöka hur lärarna på alla stadier (låg-, mellan- respektive högstadiet) använder sig av dialogisk undervisning och vilken form av dialogisk undervisning som dominerar i respektive stadie. Därför genomfördes en fallstudie av dialogisk undervisning inom ramen för detta självständiga arbete. Datainsamlinggenomfördes genom observation samt ljudinspelning, i en lågstadie-, i en mellanstadie- och i en högstadieklass, sammanlagt nio lektioner. För att kunna analysera data har Robin Alexanders välkända ramverk för dialogisk undervisning använts (presenterat bl.a. i artikeln Developing dialogic teaching, 2018). I ramverket kategoriseras undervisningen utifrån repertoarer och principer som belyser olika aspekter av dialoger i klassrummet. Fallstudien visade att lektioner präglade av dialog förekom mest på låg- och mellanstadiet och i mindre utsträckning på högstadiet. Lärarnas främsta teaching talk bestod av recitation (initiera-respons-feedback) men kompletterat med hur och varför i hög grad i låg- och mellanstadielektioner med syfte att föra samtalet vidare vilket i sin tur möjliggjorde för att eleverna att komma till tals för att förklara och motivera sitt tänkande till skillnad från på högstadielektionerna där elevernas främsta learning talk bestod av korta svar.
Due to the diversity in today's Swedish schools, traditional methods in mathematics teaching can’t always promote students to develop their abilities such as analytical and reasoning skills. Textbook-guided lessons don’t give students opportunities to speak, listen to others thoughts, think critically and analyze the thinking of others. Therefore, as a mathematics teacher, it will be interesting to investigate how teachers at all stages (primary, intermediate, and upper-secondary) use dialogic teaching and which form of dialogic teaching dominates in each stage. Therefore, a case study of dialogic teaching was conducted within the framework of this independent work. Data collection was carried out through observation and sound recording, in an elementary school, in an intermediate school and in a high school class, a total of nine lessons. In order to be able to analyze data, Robin Alexander's well-known framework for dialogic teaching has been used (presented in the article Developing dialogic teaching, 2018). The framework categorizes teaching on the basis of repertoires and principles that illuminate various aspects of dialogues in the classroom. The case study showed that lessons characterized by dialogue occurred mostly in primary and middle school and to a lesser extent in high school. The teachers' main teaching talk consisted of recitation (initiate-response-feedback) but supplemented with how and why to a large extent in the primary and intermediate stage with the aim of passing on the conversation, which in turn made it possible for the students to speak to explain and motivate their thinking unlike in high school where the students' main learning talk consisted of short answers.

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O'Halloran, Kay L. "The discourses of secondary school mathematics." Thesis, O'Halloran, Kay L. (1996) The discourses of secondary school mathematics. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/3360/.

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A systemic functional analysis of the oral pedagogical discourse and board texts of secondary school mathematics lessons differentiated on the basis of school sector, gender and social class is completed through the development of a computer program to handle the linguistic analysis and the construction of a Hallidayan systemic framework for mathematical symbolism and visual depiction. The new frameworks allow for investigation of the unique contributions of language, mathematical symbolism and visual display in the construction of meaning in mathematical texts and the process of semiotic metaphor which occurs in movements between these codes. The systemic analysis of the classroom discourse is situated within a Foucauldian perspective of power, knowledge and truth in mathematics, mathematics education and wider discursive practices involving the private and state school sectors. The analysis of linguistic patterns, register selections and genres of four Year Ten secondary school mathematics lessons reveals that in private elite single sex schools the male students demonstrate the greatest participation and access to the discourse of mathematics while the female students participate in interpersonal patterns of deference which do not resonate with the tenor dimensions of mathematics. The monofunctional tendency orientated towards interpersonal meaning in the lesson of the working class students at a government school indicates that the social goal of the lesson is primarily directed towards maintaining tenor relations through covert manipulation as opposed to learning mathematics. The limited functionality of practical lessons in mathematics is also demonstrated as a shift from everyday discourse to mathematical discourse does not occur. Mathematical pedagogical discourse is characterised by a dense texture which arises in part from the strategies by which meaning is encoded in mathematical symbolism. As opposed to the lexical density and grammatical intricacy of written and spoken language respectively, mathematical symbolism realises grammatical density whereby multiple levels of clausal rankshift preserve the nuclear configurations of Operative processes and participants which describe relations of parts to the whole and continuous patterns of variation. In addition, inherent difficulties in mathematical pedagogical discourse arise from long implication chains of reasoning and dependence on multiple semiotic resources with the latter resulting in referential complexity and iii multisemiotic intertwining of lexical and participant chains and strings. The results of the analysis, interpreted through Bernstein's theory of pedagogical practices and coding orientations and Halliday's formulations of spoken and written language, reveal that the semantic orientation of working class students does not accord with that realised in mathematics.

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Illes, Robert Timothy. "Teachers' perspectives of energy in lower secondary school science." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404688.

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Picker, Susan Helen. "An investigation of lower secondary pupils' images of mathematics and mathematicians." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2164.

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This thesis reports on a three-part research project in which the images of mathematics and mathematicians held by lower secondary pupils were investigated. A survey tool which asked pupils to draw a picture of a mathematician at work, and which included a Likert-type scale and open-ended writing prompts, was designed and developed for use in an international study of pupils in five countries (n = 476). The results indicate that while some pupils hold stereotypical images in common, all pupils appear to know very little about mathematicians and the work they do. Mathematicians' invisibility to pupils of this age appears to affect their images of mathematics. The tool was refined and utilised again as part of two interventions in the United States: the first attempted to see if images would be affected by a unit in graph theory and discrete mathematics topics (n = 28); the second brought pupils (n = 174) together with a panel of mathematicians. Each intervention had different strengths, but both widened pupils' views of mathematics, enabling them to see it as more than just a study of numbers. In a third small study, professionals in the mathematics field (n = 106) from ten countries were asked in a short survey to comment on Who is a mathematician? and Who may call oneself one? Findings of this portion of the study indicate a lack of a unified vision among members of the mathematics community and some evidence of an elitism which would restrict who may define themselves as a mathematician.

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Leddy, John Francis Joseph. "Justifying and proving in secondary school mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58600.pdf.

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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2421.

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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.

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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.

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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.

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McNaught, Melissa D. Tarr James E. "Implementation of integrated mathematics textbooks in secondary school classrooms." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6146.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James E. Tarr. Vita. Includes bibliographical references.

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Boland, Terry Wayne. "A case study of lower secondary school reform, renewal and culture /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20031013.120723.

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Daubney, Alison. "Teaching Styles in Music Composing Lessons in the Lower Secondary School." Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515311.

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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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Harris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.

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Bibliography: leaves 97-101.
Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.

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Teh, Keng Watt. "A comparative study of lower secondary mathematics textbooks from the Asia Pacific region /." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20070810.164813.

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Shiyyab, Muath Mahmoud. "Observational study for mathematics instruction in Jordanian secondary school /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008442.

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Akitsu, Yutaka. "A Study of Energy Literacy among Lower Secondary School Students in Japan." Kyoto University, 2018. http://hdl.handle.net/2433/232389.

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Smithers, Dayna Brown. "Graph Theory for the Secondary School Classroom." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1015.

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After recognizing the beauty and the utility of Graph Theory in solving a variety of problems, the author decided that it would be a good idea to make the subject available for students earlier in their educational experience. In this thesis, the author developed four units in Graph Theory, namely Vertex Coloring, Minimum Spanning Tree, Domination, and Hamiltonian Paths and Cycles, which are appropriate for high school level.

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Zanzali, Noor Azlan Ahmad, Abdul Halim Abdullah, Norulhuda Ismail, Aziz Nordin, and Johari Surif. "Comprehensive indicators of mathematics understanding among secondary school students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83216.

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Cheung, Pak-hong, and 張百康. "Statistical analysis of secondary school teachers' attitudes towards mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976517.

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Cheung, Pak-hong. "Statistical analysis of secondary school teachers' attitudes towards mathematics." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064873.

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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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Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.

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Mavis, Joni E. "Journal Writing in the Secondary Mathematics Classroom." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281623548.

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Pojana, Wongtrakool Baker Paul J. "Instructional leadership of principals and student achievement in private lower secondary schools of Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604384.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Paul J. Baker (chair), John R. McCarthy, Kenneth Strand, William Tolone. Includes bibliographical references (leaves 124-129) and abstract. Also available in print.

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Deniz, Ozlem. "Mathematics worksheets as a pedagogical genre in secondary school classrooms." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45413.

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From kindergarten to the end of secondary school, worksheets are common and dominant curriculum materials in mathematics education with profound effects on pedagogy. While worksheets play an important role in mathematics classrooms, there have been few attempts to describe and understand this pedagogical genre and its effects on the sociology of the classroom. This study examines what worksheets are and how they are used and perceived by teachers in mathematics education through the perspective of genre theory. It provides insights into how worksheets may impact the sociology of the classroom in terms of power and classroom dynamics and offers suggestions for implications through text analysis, focus groups and interviews. Given the important role worksheets play in mathematics education, the findings of this study may shed light into our understanding of the textual and contextual features of worksheets. This may, in turn, raise awareness among educators to revise their practice creating and using worksheets, and ultimately, improve mathematics education.

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Chissick, Naomi. "Factors affecting the implementation of reforms in secondary school mathematics." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417179.

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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.

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Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.

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Although more students are taking courses in statistics before leaving high school, the research base on teaching and learning statistics at the high school level has not accumulated as rapidly (Garfield & Chance, 2000). Very little is known about how secondary school students learn statistics, how the misconceptions they bring to the subject impede their learning, and what should be taught or assessed (Watson & Callingham, 2003). Studies that have investigated these issues tend to focus on the K-5, undergraduate, and graduate levels of education (Groth, 2003). Therefore, more research is needed at the secondary level (Garfield & Chance, 2000). The purpose of this qualitative investigation is to examine how secondary school students' approaches to learning relate to how they assign meaning to statistics. Phenomenography (Marton & Booth, 1997) is the theoretical orientation that frames the study, and it examines the role human experience plays in learning, by reporting variations in the ways participants experience a phenomenon (Dall'Alba & Hasselgreen, 1996). The research questions for the study were: 1) What are the different ways high school students define statistics? 2) What are the different ways high school students learn statistics? 3) What are the different ways students experience learning statistics? The nine participants in the study were high school graduates who completed a course in Statistics or Advanced Placement Statistics while enrolled in high school in a suburban area in the southeast. Data sources were semi-structured interviews and journaling. Using phenomenographic methodology, students' descriptions of the experience of learning were analyzed and coded. An outcome space of the collective experiences was constructed. A hierarchical relationship between students' approach to learning and their learning strategies was found. Also, a hierarchical relationship between students' approaches to learning and the meaning they assigned to statistics was found.

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Dickerson, David S. "High school mathematics teachers' understandings of the purposes of mathematical proof." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Stickles, Paula R. "An analysis of secondary and middle school teachers' mathematical problem posing." [Bloomington, Ind.] : Indiana University, 2006. 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:3219902.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2088. Adviser: Frank K. Lester. "Title from dissertation home page (viewed June 21, 2007)."

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Liang, Nei-yum Venus. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040197.

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Liang, Nei-yum Venus, and 梁妮音. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040197.

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Landström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.

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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety.
I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.

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Kintu, K. (Kassim). "A thematic analysis of the Uganda lower secondary school curriculum:requirement for inclusion in schools." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042304.

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Uganda has registered profound levels of primary and secondary school attendance since the introduction of Universal Primary Education in 1997 and Universal Secondary Education in 2007. Introducing Universal Secondary Education made Uganda the first country in sub-Saharan Africa to introduce the compulsory secondary level education. While this policy has improved access, there has not been a corresponding increase in quality, and large numbers of children are still missing out on secondary education. This master thesis is analyzing inclusive education at the heart of the reformed lower secondary school curriculum. To reach this goal, the lower secondary school curriculum framework document and two interviews from people familiar with the reform process serves as the data for the analysis. The research is a qualitative study and the data was analyzed using content analysis approach. The theoretical framework consists of theories of inclusive education and aims of Education for All global movement (EFA) as well as Sustainable Development Goal 4. The Uganda lower secondary school framework document is analyzed visa-vis the aims of EFA and SDG 4. The main categories that emerged from the data concerning inclusive education were: Participation as a requirement addressing diversity; inclusive, alternative ways of learning for all; inclusive and safe learning environment; teaching material addressing diversity without stereotypes; and assessment addressing all learners and their achievement. There were also topics that were missing from the data, such as, specific discussions about people or groups that might be in danger of exclusion or concrete methods or pedagogy of including everyone.

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Tang, Cham-wing. "The attitudes of secondary school mathematics teachers towards the teaching of mathematics by using computers." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601125.

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Hallagan, Jean Elizabeth Masingila Joanna O. "Teachers' models of student responses to middle school algebraic tasks." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Wong, Chung-shun. "Using a cognitive approach to assess achievement in secondary school mathematics." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B42574274.

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

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction through professional development for teachers. Nine elementary school educators served as purposefully selected participants. The research design was a case study that included triangulation of data from teacher interviews, a research journal, and documents such as lesson plans. Open coding and selective analysis generated 9 themes and 9 subthemes to answer the guiding questions. Findings showed that participants believed content and pedagogy should be addressed through professional development led by teachers themselves. Additional findings were that teachers valued collaboration, literature and research, observation, vertical alignment, engagement, relevance, and support. Results were used to guide the design of a mathematics professional development program (MPDP), a collection of relevant tasks, literature, and online resources geared toward improving teachers' content and pedagogical knowledge. The MPDP is immediately applicable in an elementary school setting. The implications for positive social change include better mathematics instruction that will prepare U.S. students to compete in the modern economy and world of mathematical and scientific advances.

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Othman, Mohd Yusof. "An investigation into the teacher craft of secondary school mathematics teachers." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396074.

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Abdullah, Mohd Faizal Nizam Lee. "Communicating mathematically : self regulating strategies and mathematics learning in secondary school." Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543374.

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Dissertations / Theses on the topic 'Lower secondary school mathematics'

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