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1
Reynolds, Justin Michael. "Singapore Math| A Longitudinal Study of Singapore Math in One School District from 2007 to 2012." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728017.
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<p> For the last several years, Americans have fallen behind in the area of mathematics when compared to their peers in industrialized countries around the world. Singapore, on the other hand, was at the top of the world rankings in mathematics in the last four Trends in International Math and Science Study (TIMSS) assessments taken by fourth and eighth graders every four years. This project focused on the impact of the Singapore Math program on two cohorts of students by utilizing their Missouri Assessment Program (MAP) scores from the mathematics subtest. The first cohort, A, was comprised of students who were in third, fourth, and fifth grade during the first years of the implementation of the Singapore Math program in 2007, 2008, 2009, and compared with students in Cohort B who were exposed to the math program since first grade, as intended by the publisher. The students of Cohort B were in third, fourth, and fifth grade in 2010, 2011, and 2012, respectively. Data were also analyzed to see if the program had a correlation with a decrease in gender, ethnic, or socioeconomic (SES) achievement gaps when compared to Cohort B. Three tests were given in order to triangulate the results of the MAP test: difference in means by way of a <i>z</i>-test for a difference in means, a comparison of students scoring proficient and advanced through the utilization of a z-test for difference in proportions, and an <i>F</i>-test for difference in variance in MAP scores. </p><p> Results of the study yielded mixed results. While there was not a significant statistical difference in achievement between Cohort A and B in third, fourth, or fifth grade, there was evidence to support that the subgroups that were included in the study (female students, Black students, and students with Free and Reduced Lunch status) performed commensurately with their peers in Cohort B.</p>
2
COSTA, CLAUDIO FERNANDES DA. "WHY SOLVE PROBLEMS IN MATH TEACHING? A CONTRIBUTION FROM THE GESTALT SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11649@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Esta tese teve como objetivo percorrer de forma crítica a
trajetória teórica que dá suporte à importância da
resolução de problemas no ensino da Matemática, dentro da
perspectiva do pensamento produtivo e da aprendizagem
significativa. Para isso, foram analisadas contribuições
das teorias de campo Gestalt, em particular as de Max
Wertheimer e Kurt Lewin, relativas a esses dois conceitos
que se complementam: o pensamento produtivo aborda mais
especificamente a resolução de problemas no âmbito de uma
aprendizagem significativa, no verdadeiro sentido da
palavra (Wertheimer); as situações de aprendizagem
consideram o -espaço de vida do sujeito, incluindo a pessoa
e o meio, e representa a totalidade dos eventos possíveis
(Lewin). Do ponto de vista da educação matemática, foram
abordadas a heurística e a intuição, por se constituírem em
dois elementos importantes de aproximação deste campo com
conceitos da Gestalt relacionados à solução de problemas.
Nesse campo também foi avaliada a contribuição de autores
significativos como George Polya, Imre Lakatos e outros.
Tendo em vista que, de alguns anos para cá, os programas do
ensino de Matemática têm orientado os docentes a usarem
solução de problemas como base metodológica de ensino, foi
realizado também um estudo exploratório tomando como
instrumento de pesquisa entrevistas realizadas com
professores de Matemática de escolas avaliadas pelo
programa Nova Escola no Rio de Janeiro. Do mesmo modo,
orientações teórico-pedagógicas contidas nos documentos dos
principais programas nacionais de avaliação do ensino médio
brasileiro como Aneb e Enem, caracterizam-se por apoiar
suas avaliações em matemática na resolução de problemas e
em aprendizagens significativas. Os dados coletados nesta
parte da tese foram ilustrativos do estudo teórico
realizado, ratificando a relação que se levantou dessas
orientações com as contribuições da escola da Gestalt que
revelou ser fundamental na concepção do pensamento
produtivo como pressuposto de uma verdadeira aprendizagem
significativa. Os resultados da pesquisa demonstraram uma
visão acerca das razões para resolver problemas que, para
além de um meio ou um fim em si mesmo, se confunde com o
próprio ensino e aprendizagem da Matemática.<br>This paper aims at critically analyzing the theoretical
background which supports the importance of problem solving
in math teaching within the perspective of productive
thinking and of meaningful learning. To this end,
contributions from the Gestalt field theories were
analyzed, particularly those of Max Wertheimer and Kurt
Lewin, in relation to these two concepts which complement
each other: productive thinking has to do more specifically
with problem solving within the scope of a meaningful
learning, in the true sense of the word (Wertheimer);
learning situations take into consideration the living
space of the subject, encompassing the person and the
environment, and represents the totality of possible events
(Lewin). From the perspective of math education, both
heuristics and intuition were dealt with, since they are
two important elements which link this field to Gestalt
concepts related to problem solving. Within this field, the
contribution by significant authors, such as George Polya,
Imre Lakatos and others, was also assessed. Keeping in mind
that in the last few years math teaching programs have
recommended that teachers use problem solving as a
methodological basis for teaching, an exploratory study was
also conducted which used as research tools interviews with
math teachers from the Nova Escola (New School) program in
Rio de Janeiro. Likewise, theoretical and pedagogical
guidelines found in documents from the main national
Brazilian high school assessment programs, such as Aneb and
Enem, support math evaluation based on problem solving
and on meaningful learning. The data collected in this
part of the paper illustrated the theoretical study carried
out, confirming the relationship found between these
guidelines and the contributions by the Gestalt school,
which turned out to be critical to the idea of productive
thinking as a given of true meaningful learning. The
research results demonstrated a viewpoint on reasons to
solve problems which, much more than an end or a means, is
intrinsic to math teaching and learning.
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Wolfe, Christopher B. "Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/8.
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Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.
4
Dickson, Daniel J. "Maternal Involvement in Math Homework and its Influence on Adolescents' Math Outcomes During the Transition to Middle School| Who Profits from Homework Assistance?" Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10615445.
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<p> As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible.</p><p> Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school.</p><p> Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children.</p><p> The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math.</p><p> The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.</p><p>
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Gonçalves, William Vieira [UNESP]. "O transitar entre a Matemática do Matemático, a Matemática da Escola e a Matemática do GeoGebra: um estudo de como professores de Matemática lidam com as possibilidades e limitações do GeoGebra." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143951.
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Previous issue date: 2016-07-01<br>Este trabalho tem como principal objetivo demonstrar que o GeoGebra apresenta uma maneira diferente de produzir significados matemáticos, com isso, sugerindo sua relevância para o ensino de matemática e de se discutir sua linguagem, possibilidades e limitações. A base inicial da pesquisa foi um estudo imersivo em diferentes comunidades virtuais, literatura acadêmica correlata, cursos específicos do software, produção e análise de diferentes construções dinâmicas. Por fim, optou-se por delimitar a análise aprofundada em entrevistas semiestruturadas com sete professores de matemática, usuários experientes do software. Confrontando-se estes entrevistados com algumas limitações do software, buscou-se estudar como eles transitam entre diferentes modos de produção de significados matemáticos. Pautando-se em reconhecer os diferentes jogos de linguagem, advindos das explicações dos sujeitos da pesquisa, foram sintetizadas três adjetivações que caracterizam os diferentes modos de produção de significados matemáticos: a Matemática do Matemático (MM), a Matemática da Escola (ME) e a Matemática do GeoGebra (MG). Esta pesquisa pautou-se na técnica de investigação qualitativa livre, em função da sua tentativa de compreender mais detalhadamente os significados e características situacionais. A análise dos dados foi realizada à luz de alguns elementos da Análise Textual Discursiva segundo Moraes e Galiazzi (2007). As categorias criadas, a posteriori, foram as seguintes: Matemática do Matemático (MM); Matemática da Escola (ME); Matemática do GeoGebra (MG); Trânsito entre as matemáticas; Percepção da MG; Necessidade de compreensão da MG; aparente Compreensão da MG e aparente Incompreensão da MG. A partir da análise dos dados foi possível confirmar o uso de diferentes jogos de linguagem e, portanto, confirmar o transitar entre a MM, a ME e a MG. Ainda, percebeu-se e analisou-se diferentes formas de transitar, concluindo-se que existe um modo de transitar, comum a todos os entrevistados. Parte-se das possibilidades semióticas da MG, aproveitando-se da maleabilidade da ME, para formalizar-se significados matemáticos, legítimos a MM. Finalmente, a partir da análise aprofundada de uma entrevista, propõe-se o reconhecimento de diferentes aspectos da MG e da história do GeoGebra, como uma forma de aprender sobre como lidar com suas possibilidades e limites.<br>This work aims to demonstrate that GeoGebra presents has a different way of producing mathematical meanings, suggesting its relevance to mathematics teaching and to discuss its language, possibilities and limitations. Research initial framework was an immersive study in different virtual communities, academic literature, specific courses, production and analysis of different dynamic constructions. In the end, the choice was to delimitate a depth analysis on semi-structures interviews with seven math teachers, experienced software users. Confronting this respondents with some limitations of the software, we sought to study how they transit between different modes of production of mathematical meanings. Based on recognizing the different language games, arising of research subjects were synthesized three adjectives that characterize the different mathematical modes of production: Math from Mathematician (MM), Math from School (ME, in Portuguese) and Math from Geogebra (MG, in Portuguese too). This research used the free qualitative investigation for its attempt to understand with more details the meanings and situational characteristics. Data analysis was carried out with some elements of Discursive Textual Analysis from Moraes and Galiazzi (2007). The categories created, a posteriori, were: Mathematics from Mathematician (MM); Math from School (ME); and Math from Geogebra (MG); Transit between the mathematics; Perception from MG; need of comprehension from MG; apparent comprehension from MG and incomprehension from MG. Data analysis enable to confirm the use of different languages games and, thus, confirm the transition between MM, ME and MG. I still realized and analyzed different ways of transition, concluding that there is a common way to transit between all respondents. We set of semiotic possibilities from MG, taking advantage of the malleability from ME, to formalized mathematical meanings, legitimate from MM. Finally, from the depth analysis of an interview, it is proposed to recognize different aspects from MG and of the GeoGebra history, as a way to learn about how to deal with its possibilities and limits.
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Bolander, William G. "Change processes resulting from low ISTEP+ math achievement indicators in the 1997-98 performance-based accreditation cycle." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203649.
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The nature of the decision-making processes and the resulting changes made in school programs and curricula in Indiana elementary schools was the focus of this research. The changes were required of these schools by the State of Indiana through the Performance-Based Accreditation division of the Indiana Department of Education. These schools were expected to make changes because they had performed below standard on the math portion of ISTEP+, the State standardized assessment test, during the 1997-98 school year. The objective of the study was to examine the perceptions of the participants as to the influence that mediating factors had on their schools' decision-making processes.The survey population consisted of principals and teachers from 18 Indiana elementary schools from accreditation group IV. In the 18 schools surveyed, 14 principals (78%) and 182 teachers (50%) responded. The participants were grouped as principals and teachers, and were organized for data analysis by location of their respective schools. Two of the schools were urban, seven suburban and nine were rural. The purpose of the study was to explore the decision-making processes used at these elementary schools. Little is known about these decision-making processes in schools that are faced with the requirement to make changes as the result of low test scores. Data gathered in the study included the types of changes and the factors influencing the change-related decisions. Through analysis of the data, the researcher attempted to gain insights that could be used to assist educators in future efforts relating to change and decision-making.Findings of the study indicated that schools primarily used new textbooks to address new approaches to the math curriculum and remediation programs or test skills programs to focus more specifically on improving test scores. The principals and teachers generally felt the decision-making processes in their schools were very collaborative; however, while teachers perceived those processes to be collaborative, their perception reflected a lesser degree of collaboration than the principals. Concern on the part of the teachers and principals for student learning and the school systems' accountability to the Preformance-Based Accreditation program were perceived as the factors having the greatest influence on the decisions to improve math performance. Clearly, these professionals felt the need to change; however, findings indicated that these changes were motivated in part by professionalism and, in part, by the pressures of accountability to the State.Recommendations for further study were included.<br>Department of Educational Leadership
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Snow, Gabrielle M. "Development of a Math Interest Inventory to Identify Gifted Students from Underrepresented and Diverse Populations." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1052.
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The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. The current project developed a measure to assess interest in mathematics. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement; 2006). Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. The sample consists of 1,429,429 students in grades two through six. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The first hypothesis found support with an internal consistency reliability coefficient of .916 for the overall score. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations for the total score of the math interest inventory were significant; however, their values had little practical significance. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. These results are discussed in relation to limitations of the current study and recommendations for further investigation.
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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.<br>PHD
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Lange, Lorraine S. "The prediction of student achievement in reading and math from characteristics of principals, characteristics of teachers and school programs, and characteristics of families." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53565.
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Among the factors affecting the quality of education in schools are characteristics of principals, characteristics of teachers and programs, and characteristics of families. In this study of 80 schools in Virginia, composite fourth-grade reading and math scores, calculated by taking the mean of total reading and math scores for three years (83-85), were regressed on three sets of variables representing these factors. Each set of variables was entered as a block, and all orders of entry were systematically explored.
When characteristics of families were entered first, they accounted for 56 percent of the variance in reading scores and 35 percent of the variance in math scores. The change in R² was not significant when each of the remaining blocks were entered. Order of entry had no effect; characteristics of families were the only variables that produced a statistically significant R square, regardless of order.
Both variables comprising characteristics of families produced significant partial regression coefficients. The coefficients for percentage of students in the school receiving free or reduced-price lunch were -.632 (<u>p</u>< .00) for reading and -.539 (<u>p</u> < .00) for math. The coefficients for percentage membership in the school‘s organization for parents were .077 (<u>p</u>< .05) for reading and .101 (<u>p</u> < .05) for math.
Characteristics of principals and characteristics of teachers and programs, as measured in this study, did not have an effect on student achievement in reading or math above their combined effects with characteristics of families. Obviously, principals, teachers, and programs do have an effect on student achievement; however, the specific variables used in this study to measure these characteristics were unable to capture these effects.<br>Ed. D.
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Amberson, Henry V. "Measurable effects of Elementary School Technology Education (ESTE) relating to math scores of fifth grade students resulting from participation in an ESTE unit of instruction pertaining to electricity at River Heights Elementary School, Menomonie, Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ambersonh.pdf.
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Shaw, Susan Joy. "Moving from Great to Greater| Math Growth in High Achieving Elementary Schools - A Gap Analysis." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974144.
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<p> This study examined the performance gap experienced by high achieving grade four and five students at the Kallang International Day School (KIDS) who were not demonstrating growth in math results from fall to spring as measured by the Measures of Academic Progress (MAP) test (NWEA, 2017). The purpose of this study was to apply the gap analysis problem- solving framework (Clark & Estes, 2008) to identify root causes of the knowledge, motivation and organizational factors that prevented teachers from effectively teaching 100% of the math content required for greater numbers of high performing students to demonstrate growth in the MAP test. The subjects of this study were teachers of grade four and five at the Kallang International Day School. Interview and observational data were collected and analyzed and used to validate and inform possible solutions for the knowledge, motivation and organization influences. Research-based solutions were recommended to close the knowledge, motivation and organization gaps, and included providing teachers with frequent, accurate, specific and timely feedback regarding their use of differentiated mathematics instruction for student groupings and using learning community time to collaboratively plan specific conceptual and skills based math lessons differentiated for high performing students. Critical behaviors of the stakeholders were also examined and recommendations included generating student math goals based on fall MAP results, teaching with the Effective Mathematical Teaching Practices, (NCTM, 2014) and using them to create plans for modifying classroom instruction to enhance high performing students’ progress. The outcomes of this study may be used by this school and others to improve the growth in math achievement for high performing students.</p><p>
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Nobre, Iran Maia. "Impact of teacher profile in school performance: an analysis of microdata from the Match for Brazil Fortaleza." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4304.
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nÃo hÃ<br>The questions for backwards of the quality in education are central offices in the area of the economy of the education and particular interest for the pertaining to school municipal nets of the Brazilian cities. This work analyzes the impacts of the characteristics of the professors, nominated, in professional experience, degree of instruction and professional devotion in the pertaining to school income of the pupils of 5Â grade of basic education, using itself given of the municipal public schools of Fortaleza in the year of 2007, constructed on the basis of the Test Brazil/MEC. The results of this analysis had identified important impacts, over all, in regards to formation and experience of the teacher on the performance of the pupils<br>As questÃes por trÃs da qualidade no ensino sÃo centrais na Ãrea da economia da educaÃÃo e de particular interesse para as redes municipais escolares dos municÃpios brasileiros. Este
trabalho analisa os impactos das caracterÃsticas dos professores, nomeadamente, em experiÃncia profissional, grau de instruÃÃo e dedicaÃÃo profissional no rendimento escolar dos alunos da 5Â ano do ensino fundamental, utilizando-se dados das escolas pÃblicas municipais de Fortaleza no ano de 2007, construÃdos com base na Prova Brasil / MEC. Os resultados desta anÃlise identificaram impactos importantes, sobretudo, no tocante a formaÃÃo e experiÃncia do professor sobre o desempenho dos alunos.
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West, Sarah D. "A comparison of students' perceptions from low-achieving schools and high-achieving schools of their teachers, schooling , and themselves in Math, Reading, Science, and Social Studies." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1227.
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The intent of this study was to reveal students' perceptions of expectations of their teachers, the utility of schooling, their self-concept of their ability and their attitudes toward their teachers in math, reading, science and social studies for the purpose of initiating a plan of improvement to enhance student achievement.
The subjects were seventh grade students randomly selected, using the Iowa Test Of Basic Skills as the basis of selection, from the ten highest scoring schools and the ten lowest scoring schools in a suburban school district of Atlanta, Georgia. Data collection took place during the fall quarter. Test results are from the Spring administration previous to that fall quarter.
The instrument used to gather data was the Student Diagnostic Motivation Questionnaire (SDMQ) as developed by Kenneth Matthews and Carvin Brown (1987). This instrument measured students' perceptions of teacher expectation, the utility of schooling, students' attitudes toward teachers, and students' self-concept in math, reading, science and social studies. The sample consisted of 141 students (10% of the total population). All questionnaires, except one, were returned within the seven-day allotted time span. One returned questionnaire had no responses which resulted in a total of 139 participants.
Using the Statistical Package for the Social Sciences (SPSS), a Factorial Analysis of Variance (ANOVA) was used with appropriate t-tests where significance was found. Of the sixteen hypotheses tested, there was a significant difference in students' perceptions in nine hypotheses. Students' perceptions of the variables as they relate to the subject areas can be used to help implement a plan of improvement in the areas of math, reading, science and social studies.
The results were reviewed in the light of previous research into the four variables. The implications and findings were discussed and some recommendations were presented.
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Schowengerdt, Inga Birgitt. "A comparative study of girls recruited from single-sex, extracurricular math and engineering programs and boys and girls recruited from high schools : implications for using extracurriculars to close the STEM gender gap." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648771.
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Silva, Luciano Pereira da. "ARQUEOLOGIA E ENSINO SUPERIOR INDÍGENA: UMA EXPERIÊNCIA NA UNIVERSIDADE DO ESTADO DE MATO GROSSO, CAMPUS DE BARRA DO BUGRES 2006-2007." UNIVERSIDADE FEDERAL DA GRANDE DOURADOS, 2007. http://tede.ufgd.edu.br:8080/tede/handle/tede/247.
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Previous issue date: 2007-12-17<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation has as general objective to analyze the indigenous protagonism in the production of the knowledge about Archeology. The analyzed material was produced by a
hundred indigenous teachers of twenty-two ethnic groups from the State of Mato Grosso who attend degree courses in the fields of Languages, Arts, Literatures; Mathematical , Natural; and Social Sciences of the Indigenous Higher Education , integrated into the Intercultural Indigenous Higher Education Program of the Mato Grosso State University (UNEMAT). The dissertation has as origin two courses accomplished in 2006 to these indigenous teachers:
" Indigenous housing and Archeology and " Archeology ". Besides that, the current study also discusses the historical construction about the Indian, in two aspects: the stereotype and the ethnic affirmation. Indigenous school education and the program called Indigenous Higher Education in Mato Grosso reflect a political vindicatory scene of the indigenous societies. The indigenous teachers inserted as protagonists in the context of the process of academic formation, investigation and knowledge production, demonstrate plural forms of reflecting, and acting on their historical and cultural patrimony. The importance of the
research developed by the teachers stands out two points: the registration of the research and the return of the knowledge to the community. It was concluded that the group of ideas exposed by the teachers is related to political perspectives around Archeology, in their social, cultural, symbolic, and affective aspects<br>Esta dissertação tem como objetivo geral analisar o protagonismo indígena na produção do conhecimento sobre a arqueologia. O material analisado foi produzido por cem professores indígenas de vinte e duas etnias do Estado do Mato Grosso, os quais cursam as licenciaturas nas áreas de Línguas, Artes e Literaturas; Ciências Matemáticas e da Natureza; e Ciências Sociais do Ensino Superior Indígena , integrado ao Programa de Educação Superior Indígena Intercultural (PROESI) da Universidade do Estado do Mato Grosso. A dissertação tem como procedência dois cursos realizados em 2006 para esses professores indígenas:
Arqueologia e Habitação Indígena e Arqueologia . Além disso, o presente estudo também discute a construção histórica sobre o índio em dois aspectos: o estereótipo e a afirmação étnica. A educação escolar indígena e o Ensino Superior Indígena em Mato Grosso refletem um quadro político reivindicatório das sociedades indígenas. Os professores (as) indígenas inseridos como protagonistas no contexto do processo de formação acadêmica, investigação e
produção do conhecimento, demonstram formas plurais de refletir e agir sobre o seu patrimônio histórico-cultural. A importância sobre a pesquisa desenvolvida pelos professores
ressalta dois pontos: o registro da pesquisa e o retorno do conhecimento para a comunidade. Concluiu-se que, o conjunto de idéias expostas pelos professores relaciona-se a questões políticas em torno da arqueologia, em seus aspectos materiais, sociais, culturais, simbólicos e afetivos
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yang, Huang jiun, and 黃俊揚. "Integrating K12 Digital School for Math Instruction at Senior High School Level – from Perspectives of Information Technology Facilitator." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76862199815403063463.
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Hung, Hung-wei, and 洪宏蔚. "Study on Relationships Among Effective Teaching Behaviors, Self Efficacy, and Teaching Efficacy from Elementary School Teachers’ Math Teaching in Penghu County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/22409302365611035142.
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碩士<br>國立臺南大學<br>教育學系課程與教學澎湖碩士班<br>98<br>The study aimed to investigate elementary school teachers’ math teaching in Penghu County and to analyze the correlations among effective teaching behaviors, self efficacy, and teaching efficacy, by which it is expected to comprehend elementary math teachers’ teaching behaviors in Penghu County. The data were collected from a survey titled Questionnaire of
Relationships Among Effective Teaching Behaviors, Self Efficacy, and Teaching Efficacy from Elementary School Teachers’ Math Teaching in Penghu County. The subjects were elementary school teachers of math learning area in the 97th academic year. The data were analyzed by SPSS for means, standard deviations, dependent t-test, one-way ANOVA, and Pearson product-moment correlation coefficient.
According to the findings, conclusions were reached as follows:
1. There were good performances in the effective teaching behaviors, self efficacy, and teaching efficacy from elementary school teachers’ math teaching in Penghu County. But there was room for improvement of teaching evaluation and feedback revision in teaching efficacy.
2. The teachers of different background variables performed well in effective teaching behaviors, self efficacy, and teaching efficacy, both from overall and individual aspects.
3. There was a significant difference in effective teaching behaviors among teachers of different background variables.
4. There was no significant difference in self efficacy among teachers of different background variables.
5. There was a significant difference in teaching efficacy among teachers of different background variables.
6. There was a significantly positive correlation between effective teaching behaviors and self
efficacy. Teachers’ effective teaching behaviors influenced their self efficacy.
7. There was a significantly positive correlation between effective teaching behaviors and teaching efficacy. Teachers’ effective teaching behaviors influenced their teaching efficacy.
8. There was a significantly positive correlation between self efficacy and teaching efficacy. Teachers’ self efficacy influenced their teaching efficacy.
9. The results showed a significantly high positive correlation among teachers’ effective
teaching behaviors, self efficacy, and teaching efficacy.
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Chen, Sih-Yu, and 陳思羽. "The Study of Mathematics Item Analysis from math term examination for eighth-graders in Junior High School-A Case Study of A Junior High School in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/td8ycu.
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碩士<br>國立臺灣師範大學<br>教育學系<br>105<br>The aim of this research is to construct a mathematical achievement test based on the regulated test type and item-constructing principles of mathematical test in the Comprehensive Assessment Program for Junior High School Students. And hence we can understand properties of questions and students’ answering situation, both of which are useful for teachers to improve test-constructing skills and to adopt in remedial teaching.
This study looks into the first term-exam of eight-graders in a certain junior high school in New Taipei City, using analysis programs such as Tester2 and ConQuest to analyze in approaches of classical test theory (CTT) as well as item response theory (IRT) to probe into properties like difficulty index, discrimination index, distraction, estimated value of students’ ability, and so on so as to analyze students’ answering performance and mis-concept.
The credibility of the whole test is 0.86, which is just a standard good credibility. As for the part of test item analysis, the average difficulty of the multiple choices in the classical test theory (CTT) approach is 0.54, which is easy-moderate; the average discrimination value is 0.67, and it’s a good discrimination. If analyzing test items with item response theory(IRT) approach, the average difficulty is -0.2, which belongs to moderate range; in the estimated value of students’ abilities on the semi-Comprehensive Assessment Program for Junior High School Students, the average value of each class lies betwee -0.38 and 0.62, and the Standard Deviation is between 1.02 and 1.45; as for students’ telling test type, it falls into C&C’ type, meaning nearly fifty percent falls behind the academic attainments and are in urgent need of remedial teaching. According to the research results, this study proposes suggestions for teachers in future remedial teaching and improvement of test items.
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Huang, Yi-Ting, and 黃翊庭. "Analysis of the Mistakes Done by Sixth Graders in Solving Math Problems while Learning Sector Area Unit-Findings from an Elementary School in Taichung City." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107NCHU5507019%22.&searchmode=basic.
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碩士<br>國立中興大學<br>應用數學系所<br>107<br>This study takes 25 elementary school students of sixth grade in Taichung as a sample to explore their learning performance on “Sector Area”, and to analysis the mistakes that they might have taken, and the reasons that might cause their mistakes. The researcher used self-made sector area achievement test as research tool to understand those students’ learning performance and mistakes. Also, the researcher interviewed those students by semi-structured interview to analysis the reason that may be formed in the process of problem solving. The study further offers teachers to draft an effective teaching strategy to achieve an effective teaching. The results of the study are as follows.
I、The researcher distinguish the basic 16 kinds of
mistakes that students might take on sector area.
1. Formula mistake
2. Didn’t add 2 radius to get the sector perimeter
3. Didn’t multiply center angle/360° to get the sector perimeter or area
4. Unable to calculate the fan shape is a few rounds
5. Didn’t see the question clearly
6. Unclear the perimeter to complex graphics
7. Unit mistake
8. Calculation mistake
9. Confuse the formulas of sector perimeter and area
10. Don’t recite the formula
11. Don’t understanding the meaning of question
12. Can’t use π (pi) to get diameter
13. Unclear the concept of circle
14. Unclear the concept if other graphics
15. Giving up answer
16. Others
II、The reasons that may formed mistake on learning sector area by sixth grade.
1. Less prior knowledge or conceptual error
2. Missing, misreading the meaning of the error
3. Weak calculate ability
4. Writ not seriously
5. Don’t understanding the meaning of question
6. Less self-confidence cause give up or answer casually
Finally,based on the results of the research, the researchers provide some suggestions for teachers in teaching and future research for reference.
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Ku, Hui-Chu, and 古惠珠. "Reflection on the Teaching Current State of Math Teachers in Junior High Schools from the Diamond Sutra." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/uhku67.
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碩士<br>華梵大學<br>哲學系碩士班<br>107<br>The content is mentioned in the Diamond Sutra:
The elder Subhuti said to the Buddha,” It’s very rare, World Honored One! How well the Tathagata protects and thinks of all Bidhisattvas! How well He instructs all the Budhisattvas! World Honored One! When virtuous men or women develop the supreme-enlightenment mind, how should their mind aside and how should they be subdued?” However, having Budhicitta means the consciousness of the heart. “How should their mind aside?” is the thoughtless, non-abidance, or selflessness. “How should they be subdued?” is the overthrowing of the first heart (bad habits) and the creation of the new heart (pure heart). The heart is the core of our lives the hub which we should surpass. To digest the words of those classical books, we have to not only know our true heart but also examine our own feelings about people and things. When facing the difficulties, we may try our best to adjust our attitudes. By doing these, we hope we can have the strongest power to deal with everything in our lives.
The ambition of education focuses on guiding students to understand themselves, accept themselves, and achieve themselves. And it helps them to own the practical lives. Master Xiao-Yun mentioned in the enlightenment education, “Do you realize what you need most in your life? Do you know what you treasure most in surviving? Nothing but the way you feel comfortable and the harmony. We experience the unbearable lightness or heaviness of being all the time. The most important and cherish thing is we know how to feel peaceful, get along with ourselves, and balance on everything.
Math teaching is math about the process of math cogitation. The process of students' learning math focuses on letting them build the process of the cognitive structure in their mind. The essay tries to think how a teacher adjusts his/her own teaching mindset and methods to master math teaching by the inclusion of the teaching principles and life wisdoms from “They should develop a mind which does not abide in anything.” of the Diamond Sutra as reflections. Teachers master their own math teaching to let students not be afraid of math and develop the right learning attitudes. By the process of exploring questions, organizing and summarizing, the interpretations of their ideas and finding the answers, students develop their thinking. This will open their mind. They can apply this in their lives and enjoy the happiness of growing.
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Wang, Shug-chuan, and 王淑娟. "A Study on Students’ Perceptions of Math Learning Disturbance Sources and Coping Strategies from High-Grade Elementary Schools in Penghu." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/65098789629490277317.
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碩士<br>國立臺南大學<br>教育學系課程與教學澎湖碩士班<br>101<br>The study had aimed to investigate students’ perceptions of math learning disturbance sources and coping strategies from high-grade elementary schools in Penghu, in order to analyze the differences of perceptions among students’ backgrounds and to examine the correlations between learning disturbances and coping strategies. Questionnaire survey and semi-structured interviews were employed as methodology. The data were 755 valid responses from high-grade elementary school students in Penghu through random sampling and analyzed by SPSS for descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation coefficient.
According to the findings, conclusions had been reached as follows:
1. The general perception of math learning disturbances from high-grade elementary school students in Penghu was close to the medium degree, while “individual factor” showed the most influential source and “school factor” the least.
2. There was a significant difference of math learning disturbances among high-grade elementary school students in Penghu in terms of their genders, grades, math scores, family atmosphere, parental discipline, and teachers’ attitudes of classroom management.
3. Among the coping strategies, the most employed was “self solution”, followed by “seeking
resources” , while the least ones were “emotional vent” and “ignorance”.
4. There was a significant difference of coping strategies among high-grade elementary school students in Penghu based on their genders, grades, math scores, locations, parents’ educational backgrounds, family atmosphere, parental discipline, and teachers’ attitudes of classroom management.
5. There was a slight negative correlation between students’ math learning disturbances and their coping strategies in terms of “self solution”and “seeking resources”, and a slight positive correlation in terms of “emotional vent” and “ignorance”.
Based on the conclusions, suggestions had been made for schools, teachers, parents, and further research.
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"The schoolarization of poem or the poetization of school: from the inverse to the verse." Tese, MAXWELL, 2006. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=8720:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
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Mlambo, Thokozani. "Exploring teachers' understanding of curriculum change from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS) in the teaching of grade 8 maths in township and former Model C schools in Gauteng." Thesis, 2015. http://hdl.handle.net/10539/18231.
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A research report submitted to the School of Education,
Faculty of Humanities, University of the Witwatersrand,
Johannesburg in partial fulfilment of the requirements for the degree of
Master of Education (MEd)<br>What are teachers’ understanding of curriculum change and how they think it affects their
practice in a pedagogic setting? Whilst this may be thought of as a straight-forward answer,
this study has interestingly demonstrated that teachers’ understanding does not follow the
simplified prescription of the curriculum but their understanding of their own contexts and how
they view that affects their pedagogic practice.
Studies of teachers’ responses to curriculum change have overlooked the underlying factors
around teachers’ willingness or unwillingness to change. In-depth interviews allow the study to
explore teachers’ understanding of curriculum change in the context of South African
educational reform. In this regard, whilst a simplistic answer to the questions of this study,
teachers have displayed highly-ordered and well-reasoned viewpoints on how their
understanding of curriculum change shape their pedagogic practice. This has made the
researcher to categorise teachers’ responses into three pre-determined themes described by
Bernstein (1996): knowledge, pedagogy and assessment whilst using the fourth – social context
of learners – as background of interpreting the findings of the study. This research project
unsurprisingly concludes that teachers hold a wide variety of views about curriculum reforms
and implementation in South Africa. Both the primary and secondary data sources indicated that
curriculum in South Africa is progressing towards more prescriptive approaches.