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Dissertations / Theses on the topic 'Math teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching mat

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Roettinger, Theresa Marie. "Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618606.

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Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy and content knowledge. Participants completed an online survey that included the Math Teaching Efficacy Belief Instrument (MTEBI) and Math Knowledge for Teaching (MKT) items. Participants provided math profile data through academic demographic questions

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Farbishel, David. "Teaching math and science from a Christian worldview." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Bryson, Lucy Lynn. "Drama + math = dramath." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4861.

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Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teachi

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Jimerson, Diont'e Lashaun. "Technology Impacts on Teaching Third Grade Math Using iPads." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980258.

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<p> This research study focused on how technology-based tools have changed the 21<sup>st</sup> century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21<sup>st</sup> century classrooms where students are daily participants in teaching and learning with acqu

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Ibrahimi, Reza. "Assessment in Math Teaching in secondary Schools in Afghanistan : Math Teachers’ Views and Practices in Bamyan province." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32339.

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Assessment in education can have many purposes. It is claimed that in Afghanistan, most of the teachers do assessment of learning rather than assessment for learning. They pay more attention on grading to encourage the students to study their lesson to pass grades with higher scores, which in turn promote competitive not cooperative learning. Many teachers assess students for evaluation and put students in a situation that student should study not for learning but for marks. Such a views and practices of assessment do not promote active and productive learning in schools (Schunk, 2011). In thi

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Nordheimer, Swetlana. "Chapter-spanning Review: Teaching Method for Networking in Math Lessons." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80786.

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Central to this article is networking in math lessons, whereby concentration is placed on the construction of a student-focused teaching method for the networking of mathematical knowledge in the lower secondary. Firstly, normative standards and descriptive results will be compared. Secondly, several already existing teaching methods for networking in math lessons will be added to the method of „chapter-spanning task variation“. Using this method, attention is be placed on the integration of mathematical content and specific social netowrk-form (e.g. teacher led classes, group-work etc.). This

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

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

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Caban-Vazquez, Vilma. "Exploring a Supplemental Educational Service Math Program: The Math Achievement of Economically Disadvantaged Students and Teacher Professional Development." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/846.

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The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this qualitative study was to investigate a local after school math program to offer insight on the low math achievement for economically disadvantaged students involved in the program. Constructivist theories of math reform and education for economically disadvant

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Ngaye, Zonke. "User experience metrics for Dr Math." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012036.

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The purpose of this research study is to propose guidelines for providing a positive user experience for pupils using Dr Math®. User experience was found to have a positive impact on the acceptance and adoption of a product. Thus the proposed guidelines contribute in maximizing the adoption and acceptance of Dr Math® among pupils. This study begins with an introductory chapter that describes the problem that forms the basis for this research. The chapter defines the objectives that this study is intended to achieve in order to accomplish its ultimate goal. The methodology followed to conduct t

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McBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.

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12

Gonzalez, Cesar Augusto Gonzalez. "Teaching math with technology| A study of teachers' attitudes and beliefs." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646786.

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<p> Today's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology—math education and business' readiness—[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that t

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Van, Deventer Joel. "Comparing Student Performance on Isomorphic Math and Physics Vector Representations." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/VanDeventerJ2008.pdf.

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Marks, Lori J. "Addressing Math skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3706.

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15

Grossmann, Sandra Joy. "Math Anxiety, Coping Behavior, and Gender." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4857.

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Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with M

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

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

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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 significat

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Linebrink, Jon C. "Trends in teaching math word problems: a review of the research literature." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407244783.

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Jones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.

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Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers i

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

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

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Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.

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In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case

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Nivens, Ryan Andrew. "License Plate Math: Palindromes, Graphing, & Transformations." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/231.

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Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

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23

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

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

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Houseworth, Lessie McNabb. "Extended Instruction in Business Courses to Enhance Student Achievement in Math." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/412.

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Poor achievement on standardized math tests negatively impacts high school graduation rates. The purpose of this quantitative study was to investigate if math instruction in business classes could improve student achievement in math. As supported by constructivist theory, the students in this study were encouraged to use prior knowledge and experiences to make new connections between math concepts and business applications. The key research question examined if there was a significant increase in the standardized mathematics test scores of students enrolled in business classes with extended ma

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Hellum-Alexander, Alaina. "Effective teaching strategies for alleviating math anxiety and increasing self-efficacy in secondary students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hellum-Alexander_AMIT2010.pdf.

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Marsicano, Richard T. M. A. "Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890.

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

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Nilsson, Anna, and Michelle Hansen. "Singaporemodellen The Singapore model : – en modell förundervisning i matematik – a model for teaching mathematics." Thesis, Malmö universitet, Malmö högskola, Institutionen för materialvetenskap och tillämpad matematik (MTM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42040.

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Syftet med denna kunskapsöversikt är att undersöka vad Singaporemodellen innebär och vadsom är karakteristiskt för modellen. För att vi skulle kunna göra en kunskapsöversikt valde viatt fördjupa oss i Singapores matematikhistoria och vad som karakteriserar modellen. Eftersomdet i Sverige saknas relevant forskning om Singaporemodellen var det aktuellt för oss att se hurandra länder har gjort och med hjälp av det skapa en bild av vad modellen kan ha för betydelsei den svenska skolan.Vår digitala bakgrundsundersökning i sökmotorerna ERIC via Ebsco och GoogleScholar, resulterade i en variation av

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Barr, Jason Peter. "Custom Advising's Effect on Success and Retention of Developmental Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5976.

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The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized sch

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Williams, Thomas Harwood. "Certified science and math teachers who are not teaching: reforms in the conditions of teaching required to encourage them to return to or enter teaching." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54457.

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One hundred and twenty-two students at Virginia Tech who had completed teacher certification requirements in science and/or mathematics from 1980 to 1986 were surveyed to determine their current employment status, and if not currently teaching, then what reforms in the conditions of teaching might encourage them to return to or enter teaching. Opinions were solicited from three groups: current teachers, those who had left teaching, and those who had never taught. Data were reported in four categories: general demographics of all groups, importance of work satisfaction for all groups, modifica

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Batton, Melissa. "The effect of cooperative groups on math anxiety." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/822.

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Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students fro

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

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

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Preston, Angela I., Charles L. Wood, and Sara Beth Hitt. "Using Effective Strategies to Enhance Core Math Instruction." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4063.

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Sessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.

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Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Const

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Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il

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Bornfield, Alva Jo Anne Gail. "A CBA model's effect on middle school students in math achievement." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185934.

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The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for stude

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Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.

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Thesis advisor: Robert J. Starratt<br>Often educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect

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Reece, Virginia Elizabeth. "Using performance feedback to increase preservice teachers' effective practices teaching elementary students in small math intervention groups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419161&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 178-185). Also available for download via the World Wide Web; free to University of Oregon users.

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

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Moreno, Alcazar Maria Teresa. "Alignment of cognitive demand Peruvian national assessment, mandated curriculum, teaching and textbook in second grade math /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 142 p, 2007. http://proquest.umi.com/pqdweb?did=1362513661&sid=44&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Signs, Zola Jones. "Math moments: A parents' multimedia guide for tutoring K-3 students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1487.

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Perrault, Tianay. "Effective Instructional Strategies to Support Struggling Elementary School Math Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2942.

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In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual fra

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Borzewski, Lisa Marie. "Factors for Success in Community College Online Gateway Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2955.

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Researchers have found that student success rates in online classes are lower than in comparable face-to-face courses. Yet, the research is unclear as to whether student demographic and academic history variables are related to the lower success rates. At a large community college in Florida, low success rates for students in the online Intermediate Algebra course led to delays in the continuation of required coursework and graduation for many students and the factors associated with low success rates were largely unknown. The purpose of this quasi-experimental study was to examine the associa

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Wu, Yuan-Lee, and 伍原利. "A Study of Incorporating Briefing Teaching into Grade 5 Equivalent Fractions Math Teachings." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13527842197276323776.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>98<br>The purpose of this study is to investigate the practices and efficacy of incorporating briefing teaching into Grade 5 equivalent fractions math teachings. The researchers themselves design the four briefing teaching activities of “recognition of equivalent fractions,” “extension of a fraction,” “reduction of a fraction,” and “application of extending a fraction and reducing a fraction,” and combine them with regular fraction teaching-learning programs. This study adopts quality research method, choosing a class of 35 Grade 5 students. The researchers act as

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Wu, Renqiuwen. "The Effect of the Math Application MathemAntics on Preschoolers’ Math Performance." Thesis, 2020. https://doi.org/10.7916/d8-w7j2-yc06.

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The need to improve early mathematics education in the United States is very clear, given the importance of early mathematics learning and the consistently poor math performance of children from low-SES backgrounds. It is crucial to engage these disadvantaged children in meaningful math learning as early as possible. With the continuous infiltration of technology into our lives, the powerful affordances of tablet computers may enable the development of powerful math applications. Given the limited evidence of using well-designed math applications to enhance young children’s math learning, the

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Liu, Shu Lan, and 劉淑蘭. "Study on Teachers' Learning and Teaching in Math Classrooms." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19789248220122543772.

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碩士<br>國立臺東大學<br>教育研究所<br>93<br>Study on Teachers’ Learning and Teaching in Math Classrooms Abstract The purpose of this study is to explore the situation of an elementary school that teachers’ math knowledge and teachers’ math-teaching knowledge were displayed in math classrooms. The contents of this study include teachers’ depth of understanding in the teaching materials of fractional as well as the applications of teachers’ math- teaching methods, e.g. teaching procedures and ways, setting questions,discussing activities, and the uses of surface features and connections. The method of this s

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Lin, Che Yu, and 林哲宇. "A Study of Applying Guiding Inquiries to Math Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/22335700102623416707.

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碩士<br>國立臺灣海洋大學<br>電機工程學系<br>99<br>This exploratory study investigated the use of inductive questions to math teaching. By applied math concepts to discussion and questions asking, the researcher could understand what the students think. Accordingly, he would adjust the teaching method to meet the students’ needs. Moreover, questionnaires were conducted to check the students’ response. During the research, the researcher lectured math by asking the students several questions instead of offering answers directly. The researcher needed to be patient and ready for many unexpected and surprising an

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Sun, Yifei. "Stimulus Control for Making Math Verbal." Thesis, 2021. https://doi.org/10.7916/d8-f3ck-z354.

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In three experiments, I first examined the correlation between the presence of transformation of stimulus function (TSF) across computation and the presence of TSF across saying and writing for spelling words, and then tested the effects of the establishment of TSF across saying and writing on the establishment of TSF across math operants. Eight middle school students with learning disabilities participated in experiments I and II. All participants demonstrated reader/writer and math skills such as textual responding and using counting strategies to solve one-step word problems. Four of the ei

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Chien-Hui, Shu, and 許茜惠. "The Impact of Learning Cycle Teaching on Math Motivation and Math Study Achievement of Sixth-Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83805429264322828126.

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碩士<br>國立臺灣海洋大學<br>教育研究所<br>100<br>The purpose of this study is to explore the effectiveness of the “Learning Cycle” teaching on students’ “math learning motivation” and “math study achievement”. This Quasi-Experiment research undertook both pre-test and post-test for the experimental group and control group. The participants were 55 elementary sixth graders from two classes in New Taipei City. According to the original class structures, they were divided into a 28-student experimental group , and a 27-student control group. The instruments in this study were “questionnaire of math learning mot

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"Establishing Growth Mindset Teaching Practices as Part of the Third Grade Math Curriculum to Increase Math Self-Efficacy, Math Mindset and Student Achievement." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53948.

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abstract: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventi

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