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1
Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.
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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
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Larsson, Linda. "Fritidshemmet som matematisk lärandemiljö : - möjligheter och hinder." Thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96397.
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Syftet med min studie har varit att undersöka om fritidshemmet kan utgöra en matematisk lärandemiljö. Jag har studerat vilka aktiviteter som kan eller skulle kunna bidra till att barn utvecklar grundläggande matematiska kunskaper. Dessutom har jag försökt identifiera hinder för fritidshemmet som matematisk lärandemiljö. För att undersöka detta har jag använt mig av deltagande observation som metod samt intervjuer. Datamaterialet har samlats in på två fritidshem i två olika kommuner. Jag har inte haft för avsikt att jämföra dessa fritidshem utan de har båda bidragit till att ge en fördjupad bild av fritidshemmet som matematisk lärandemiljö. Jag har intervjuat en pedagog på varje fritidshem. Studiens resultat visar att fritidshemmet erbjuder ett stort antal matematiska lärtillfällen både i informella och formella aktiviteter. Resultatet visar även på hinder för att matematisk utveckling ska ske på fritidshemmet, bland dessa märks stora barngrupper, bristande planeringstid och bristfälliga lokaler.
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Danielsson, Linda, and Karin Sternefors. "Vad i undervisning genom problemlösning i grupp har forskning visat påverkar elevers matematiska förmågor?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-61564.
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Problemlösning inom matematikundervisning är något som har blivit mer uppmärksammat under de senaste decennierna. Även i den svenska läroplanen för grundskolan har problemlösning fått en större plats och är en av de fem matematiska förmågor som elever ska få möjlighet att utveckla i skolan. I de svenska styrdokumenten läggs också fokus på kommunikation, där elever ska få möjlighet att samtala och resonera kring matematik. Detta kan ske genom att eleverna får arbeta tillsammans med sina klasskamrater i olika gruppkonstellationer. Arbete med problemlösning i grupp kan utformas på olika sätt och påverkar elevers matematiska kunskapsutveckling. I denna systematiska litteraturstudies resultat framkommer det tre övergripande teman, om hur problemlösning i grupp kan stödja elever i deras utveckling av deras matematiska förmågor; hur problemlösningen utformas, på längre och kortare sikt, tillgång till stödstrukturer och hjälpmedel och gruppsammansättningens påverkan.Problem solving within mathematics teaching has been more highlighted during the last decades. In the Swedish curriculum for primary school problem solving has got a bigger role, being one of five mathematical competencies that students should be given the chance to develop during school. In the Swedish curriculum there is also a focus on communication and how students should get the opportunity to engage in conversations and to reason about mathematics. This can be brought out by letting the students work together with their classmates in different kinds of group constellations. Problem solving in groups can be designed in different ways and affects the development of students’ mathematical competencies. In this systematic literature study three general themes were discovered, on how problem solving in groups can support students in developing their mathematical competencies; how problem solving can be designed, under a longer or shorter period of time, access to supporting structures and tools and the group constellation’s affect.
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Gewargis, Ashur, and Sjölin Josefin Zell. "Problemlösning i förskoleklass : En dokumentstudie om problemlösningsuppgifter i läroböcker för förskoleklass." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84890.
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Syftet med studien är att få en inblick i hur matematiska läroböcker, riktade till förskoleklass, kan bidra till utvecklingen av en problemlösningskompetens. Detta gjordes genom att undersöka omfattningen och placeringen av problemlösningsuppgifter i läroböcker riktade till förskoleklass. Med hjälp av ett tidigare beprövat ramverk kunde vi kategorisera uppgifter från sex olika läroböcker genom en kvantitativ innehållsanalys. Resultatet visade att problemlösningsuppgifter var underrepresenterade i alla läroböckerna och att högst procent problemlösningsuppgifter var placerade som en första deluppgift och minst procent som avslutande uppgifter. Vid de tillfällen där läroböckerna explicit markerat att det handlade om problemlösning var majoriteten av uppgifterna problemlösningsuppgifter. Samtliga läroböcker ansågs innehålla för låg andel problemlösningsuppgifter för att i tillräcklig mån kunna bidra till utvecklandet av en problemlösningskompetens. Placeringen av problemlösningsuppgifterna i läroböckerna var generellt positiv för att kunna bidra till ökat problemlösningskompetens. Att problemlösningsuppgifter dominerar där det beskrivs handla om problemlösning anses vara positivt, dock återfanns ändå 29,5% andra uppgifter, vilket kan skapa en skev bild av vad problemlösning är.The purpose of the study is to gain an insight into how mathematical textbooks, aimed for preschool class, can contribute to development of a problem-solving competence. This was done by examining the extent and location of problem-solving tasks in textbooks aimed for preschool class. Using a previously proven framework, we were able to categorize data from six different textbooks through a quantitative content analysis. The results showed that problem-solving tasks were underrepresented in all textbooks and that the highest percentage of problem-solving tasks was placed as a first sub-task and the lowest percentage as concluding tasks. At the times when the textbooks explicitly stated that it was a problem-solving task, the majority of the tasks were problem-solving tasks. All textbooks were considered to include too low a share of problem-solving tasks, for it to be able to contribute to the development of a problem-solving competence. The placement of the problem-solving tasks in the textbooks was generally positive, in the meaning that it enabled them to contribute to increased problem-solving competence. Problem-solving dominates where it is described to be a problem-solving task which is considered positive, however, 29.5% other tasks were still found, and that can create a skew picture of what problem-solving is.
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Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Patel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.
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The concern over undergraduate engineering students’ mathematical skills and the means of addressing this through the provision of mathematics support is the main driver of this research. With the emergence of mathematics support within mathematics education there has been an associated research community interested in measuring the effectiveness of mathematics support provision. Recent studies have measured improvements in mathematics performance for students who have used mathematics support against those who have not by comparing prior mathematical ability against examination results. This does not address the issue of individual differences between students and resulting changes in mathematical ability. However the provision of mathematics support for individual students is resource intensive hence evaluation of the effectiveness of the support is essential to ensure resources are efficiently used. This mathematics education research examines the effectiveness of mathematics support in addressing the mathematics problem. It does this by considering individual differences and the mismatch of mathematical skills for studying at University by analysing the effectiveness of mathematics support in improving mathematical skills. The dataset for the analysis comprises of over 1000 students from a Scottish Post-92 University, over 8% having made use of mathematics support, and nearly 2000 students from an English Russell Group University, with just over 10% having made use of the support. It was discovered that in both sets of data the students who came for mathematics support in comparison to their peers had a statistically significant lower mathematical skills base on entry to their course, and at the end of their first year had improved their mathematical skills base more than their counterparts. Although the analysis is based on data from UK Universities we believe the findings are relevant to the international community who are also engaged in the provision of mathematics support.
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Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.
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Costello, Joseph. "Relationship Between Noncognitive Skills and Mathematics Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6781.
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Despite ongoing efforts to improve curriculum and instruction, students at an urban high school in New Jersey score low on the mathematics achievement components of the Partnership for Assessment of Readiness for College and Careers (PARCC) exam. Guided by Bandura's social cognitive theory, the purpose of this quantitative study was to investigate the relationship between students' noncognitive skills and their mathematics achievement. Students who were enrolled in the local high school in the 2017-18 school year and had completed the geometry component of the PARCC exam in 2016-17 were invited to participate in this study. In this cross-sectional survey design, 97 students completed 3 self-report noncognitive skills surveys measuring their mindset, grit, and self-control. Each noncognitive skill score was correlated with the students' mathematics achievement as measured by their 2016-17 geometry PARCC exam score. Pearson correlation analysis indicated no significant correlations between each of the 3 noncognitive skills and mathematics achievement. While some prior research suggested that developing noncognitive skills can be a basis for effective interventions, these results do not support that approach. Given that there was no significant relationship between noncognitive skills and mathematics achievement in this sample, a prudent next step seemed to be recommending an individualized instructional approach to working with students as a means for addressing mathematics skills. Thus, a policy recommendation was developed to promote a comprehensive and evaluative approach to instructional decision-making that can be individualized for each student. By adopting instructional practices that individualize decision-making for each student's needs, positive social change is likely to occur as students' mathematics achievement may increase over time.
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Holmes, Joni. "Working memory and children's mathematical skills." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2205/.
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Previous studies which examined the relationship between working memory (WM) ability and children's mathematics performance typically measured mathematics ability as a general skill (e.g. Gathercole & Pickering, 2000a) or mental arithmetic ability (e.g. Adams & Hitch, 1997), used number- or digit-based WM assessments and did not control for individual differences in a child's general ability (e.g. intelligence). The aim of this thesis was to extend this research to investigate the associations between the components of the tripartite WM model (e.g. Baddeley, 1986) and a range of mathematical skills in 7-/8- and 9-/10-year-olds using non-digit- based WM assessments, controlling for a measure of general ability. The relationship between WM ability and children's curriculum-based mathematics performance was investigated using a correlational design in Chapters 3 and 4. Assessments, developed in Chapter 2, were used to measure four mathematical skills outlined in the National Curriculum for England. The results indicated that central executive and visuo-spatial sketchpad, but not phonological loop, scores predicted unique variance in performance across all four mathematical skills, even when controlling for NVIQ. Furthermore, both WM abilities were found to predict Key Stage 2 mathematics achievement one year after initial testing (Chapter 8).The same methodology was used in Chapters 6 and 7 to explore the relationship between WM ability and children's performance-related mathematics abilities (see chapter 5). All three components of WM predicted unique variance in these mathematical skills, but a markedly distinct pattern of associations was revealed between the two age groups. In particular, the data implicated a stronger role for the visuo-spatial sketchpad in the younger children's mathematics. The role of visuo-spatial WM in children's mathematics was explored further in Chapter 9 where a discrepancy definition was applied to identify children with poor mathematics or poor visuo-spatial abilities. The data provided an initial indication that normal visuo-spatial sketchpad development may be important for normal mathematics development. The overarching conclusion is that WM, and the central executive and visuo- spatial sketchpad in particular, may support the development of early mathematical ability. The practical and theoretical implications of these findings are considered.
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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.
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Suarez, Caraballo Lisa M. "Using Online Mathematics Skills Games To Promote Automaticity." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
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Boustead, Therese Mary. "Undergraduate difficulties: algebraic skills and mathematical comprehension." Thesis, University of Canterbury. Mathematics and Statistics, 1999. http://hdl.handle.net/10092/5639.
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Many first year university students struggle with mathematics. Observations in senior mathematics classes in four New Zealand secondary schools highlighted potential undergraduate problems, especially with algebraic and mathematical reading skills. In this thesis, these two areas are investigated further.
In the first part of the thesis, an analysis is done of algebraic tests given to first year university mathematics students. From the results there emerged five main categories of common consistent algebraic difficulties. These categories not only emerged the following year with a similar group, but senior secondary school and second year undergraduate mathematics students also displayed them. Overall, the conclusion was that these categories of algebraic difficulties formed from the research did not appear to improve with higher mathematical learning.
A second area for the investigation of undergraduate difficulties was in the field of reading to learn mathematics. The results of a questionnaire survey confirmed that students were not only resistant to reading mathematical text, but they did not appear to have the skills to read expository text. Many students used a narrative, surface approach to mathematical reading that resulted in very little of a topic being understood. Further analysis using a variety of extracts, case studies, interviews and written answers led to the formation of a mathematical reading model based on generative comprehension research by Wittrock (1990) and interactive reading research by Dechant (1991). For mathematical text, critical linkages were often symbol-symbol linkages requiring a higher level of comprehension than narrative text. These critical linkages were predominantly located at an inner text layer. A major deterrent to reading mathematical text for students is the difficulty in locating these critical linkages in hard-copy text. Further investigations compared hard copy text with various types of software designed for self-study purposes. Some of the software was found to be better at directing students to these critical linkages while others were not so successful.
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Khalid, Zeinab Ahmed Abd El Ghany. "Primary mathematical skills in Egypt and England." Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7632/.
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As the intention of this research was to investigate the acquiring of skills in mathematics in primary schools, Egypt (which is considered to be a developing Country) and England (considered to be an advanced country) were chosen to provide different ends of the scale. This piece of research is considered to be of high significance for a number of reasons: firstly, the acquiring of mathematical skills is an important aim in the school curriculum. Secondly, primary school level is an important stage as it is the basis for the other stages. Thirdly, Elementary school mathematical experience may serve in developing one's abilities to understand social institutions, and in equipping one to meet more effectively problems which occur in personal life. Fourthly, there is a deficiency in defining skills practically. Fifthly, there is a lack in evaluating skills objectively. A practical definition and classification of skills have been adapted, developed, and modified. Objective tests for evaluating skills have been designed for both Egypt and England. Children's performance in the test of skills has been analysed, and appropriate comparisons between Egyptian children and English children in acquiring skills have been made. General observations from the children's results have been made. It is hoped that this research will contribute in evaluating and improving the methods of teaching mathematics in primary school in general, and teaching mathematical concepts and skills in particular.
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Schneider, Cynthia Louise. "Connected Mathematics and the Texas Assessment of Academic Skills /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004373.
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Webb, Alexander. "The mathematical skills of children with cochlear implants." Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521774.
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Al-Anezi, Yousuf. "Computer based learning environment for mathematical classification skills." Thesis, University of Leeds, 1994. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.666890.
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Muoneke, Ada Felicitas. "The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.
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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.
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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
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Coetzee, Carla. "Mathematical thinking skills needed by first year programming students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.
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The aim of this qualitative study is to explore and describe the mathematical thinking
skills that students require for a first level programming subject that forms part of the
National Diploma in Information Communication Technology (ICT) at a University of
Technology (UoT).
Mathematics is an entry requirement for many tertiary programmes, including ICT
courses, unfortunately the poor quality of schooling in South Africa limits learners'
access to higher education. From the literature it is evident that students lack fluency
in fundamental mathematical and problem-solving skills when they enter higher
education.
In this study, the concept of programming thinking skills is explored, described and
linked to mathematical thinking skills. An instrument (Mathematical and Programming
Thinking Skills Matrix for the Analysis of Programming Assessment) has been
developed and used to analyse examination papers of a first-year programming
subject (at TUT) in order to identify mathematical skills as these appear in
programming assessments. Semi-structures interviews were conducted with first-year
programming lecturers, examiners and moderators. The literature as well and the
results of the analysed data indicated and confirmed that mathematical thinking skills
are extremely important when learning to program. The results of the study indicate a
strong relationship between mathematical thinking skills and programming thinking
skills.
The outcome of this study is therefore a set of mathematical thinking skills that needs
to be developed when compiling a mathematics curriculum for first level programming
students studying towards a National Diploma in ICT.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Jones, Dorian A. "Administrative strategies in developing a real-life skills mathematics unit." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1047.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.
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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Arnold, Feeroezah. "A case study of how learners apply a Grade 10 study skills module in a mathematics class." University of the Western Cape, 2016. http://hdl.handle.net/11394/5180.
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Magister Educationis - MEdA qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.
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Yanez, Darlene Ann. "Implementing state-initiated reform : mathematics TEKS /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008477.
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Cummins, John Martin. "The development and norming of the Delta Tests of Mathematics Skills." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28205.
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Literature regarding the use of norm-referenced achievement tests suggests that they are unsatisfactory for systematically monitoring pupil progress. The shortcomings of these measures include: a) the questionable congruence between the group being tested and the norming group, b) the lack of content validity with respect to a student's curriculum, c) the reduced diagnostic utility of these tests resulting from their limited item content, d) the perceived inadequacy of scores derived from norm-referenced achievement tests and e) the inability to administer such tests with any regularity without invalidating them.
Curriculum-based assessment (C.B.A.) strategies have been developed in response to these limitations. Such measures may allow repeated administrations, thus permitting the measurement of both proficiency and rate of learning. If normed on a defined population of students at regular intervals during the school year, the discrepancy between a particular student's performance and that of his peers could easily be determined.
The Delta Tests of Mathematics Skills (DTMS) are curriculum-based measures of mathematics facts and mathematics computations skills for Grades 2, 3 and 4. They are based on the B.C. Mathematics Curriculum, normed in the schools of Delta, B.C. and permit repeated administration. This study demonstrates that unlike standardized achievement tests, the DTMS can measure changes in a student's or group's performance on specific skills over brief (one month) periods of time.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Farrell, Amy Carissa. "Study skills of high school mathematics students compared by achievement within tracked groups /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000522/01/1971ABSTR.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2008.Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 23-25). Also available via the World Wide Web.
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LaVine, Deborah Ann. "Daily Calendar Group Time and the Mathematical Skills of Preschoolers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1900.
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The evidence supporting the common instructional method of daily calendar group time to teach math skills to prekindergarten children has been inconclusive. The purpose of this study was to examine the effect of exposure to daily calendar group time on prekindergarten children's math score gains in a private early-childhood program located in the suburban Southeast. Vygotsky's sociocultural theory guided this quantitative, causal comparative design wherein archival data from 104 prekindergarten students' pre- and posttest numeracy skill scores on the Young Children's Achievement Test were analyzed. Data from 6 classrooms over 2 school years were compared using multiple linear regression. Four classrooms offered daily calendar group time (n = 72), and the other 2 did not (n = 32). Results from multiple linear regression analyses showed that when pretest scores, English language learner status, and socioeconomic status were controlled for, posttest scores of prekindergarten students who were instructed using the calendar were not significantly different from posttest scores of students with no calendar exposure. The results from this study can be used by prekindergarten administrators and teachers to inform classroom math instructional practices. This study contributes to social change by demonstrating that the instructional practice of prekindergarten daily calendar group time does not assist young children in attaining additional math skills prior to kindergarten entry; other methods of instruction may be more effective.
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Boustead, Therese Mary. "A comparison of skills in the transition from secondary to university mathematics." Thesis, University of Canterbury. School of Sciences and Physical Education, 1994. http://hdl.handle.net/10092/3752.
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In this study two groups of first year university mathematics students were
qualitatively assessed for differences in task specific knowledge, understanding
and problem solving skills. Individual interviews were conducted with 12 first year
university students who obtained between 40% and 49% in a secondary school
mathematics examination and nine first year university students who obtained
between 85% and 89% in the same examination. These interviews took place
after completion of two separate written tasks, one in calculus and the other in
matrix methods. Results indicated that students in the group with the lower marks
were more sensitive to institutional transition factors and exhibited isolated
knowledge reinforced by a surface (or reproductive) approach to learning. The students with the higher marks used intuitive knowledge in problem solving and
possessed a highly integrated knowledge base reinforced by a deep-achieving
approach to learning. Differences in characteristics were consistent between the
two groups for both tasks.
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Tam, Long-fai Frankie, and 譚朗暉. "Develop problem solving skills in secondary mathematics classroom through digital game design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47469262.
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This study examined the use of digital game design and development process in secondary mathematic classroom to develop students’ mathematical problem-solving skills. The findings indicated students were able to acquire new mathematical concept and applied the newly acquired knowledge to solve different problems throughout the game design and development process. The game development process was highly motivating and it promoted students learning attitudes and interests in general. However, the complex skills required in the game development process did discourage one of the students.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Attridge, Nina. "Advanced mathematics and deductive reasoning skills : testing the Theory of Formal Discipline." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12166.
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This thesis investigates the Theory of Formal Discipline (TFD): the idea that studying mathematics develops general reasoning skills. This belief has been held since the time of Plato (2003/375B.C), and has been cited in recent policy reports (Smith, 2004; Walport, 2010) as an argument for why mathematics should hold a privileged place in the UK's National Curriculum. However, there is no rigorous research evidence that justifies the claim. The research presented in this thesis aims to address this shortcoming. Two questions are addressed in the investigation of the TFD: is studying advanced mathematics associated with development in reasoning skills, and if so, what might be the mechanism of this development? The primary type of reasoning measured is conditional inference validation (i.e. `if p then q; not p; therefore not q'). In two longitudinal studies it is shown that the conditional reasoning behaviour of mathematics students at AS level and undergraduate level does change over time, but that it does not become straightforwardly more normative. Instead, mathematics students reason more in line with the `defective' interpretation of the conditional, under which they assume p and reason about q. This leads to the assumption that not-p cases are irrelevant, which results in the rejection of two commonly-endorsed invalid inferences, but also in the rejection of the valid modus tollens inference. Mathematics students did not change in their reasoning behaviour on a thematic syllogisms task or a thematic version of the conditional inference task. Next, it is shown that mathematics students reason significantly less in line with a defective interpretation of the conditional when it is phrased `p only if q' compared to when it is phrased `if p then q', despite the two forms being logically equivalent. This suggests that their performance is determined by linguistic features rather than the underlying logic. The final two studies investigated the heuristic and algorithmic levels of Stanovich's (2009a) tri-process model of cognition as potential mechanisms of the change in conditional reasoning skills. It is shown that mathematicians' defective interpretation of the conditional stems in part from heuristic level processing and in part from effortful processing, and that the executive function skills of inhibition and shifting at the algorithmic level are correlated with its adoption. It is suggested that studying mathematics regularly exposes students to implicit `if then' statements where they are expected to assume p and reason about q, and that this encourages them to adopt a defective interpretation of conditionals. It is concluded that the TFD is not supported by the evidence; while mathematics does seem to develop abstract conditional reasoning skills, the result is not more normative reasoning.
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Grunewald, Jeffrey. "Increasing science, technology, engineering, and mathematics skills using Project Lead the Way." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009grunewaldj.pdf.
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Irvin, Phillip. "The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19240.
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Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year.
Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics.
Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research.
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Leung, Kung-shing, and 梁拱城. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955575.
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Lewis, Gregory S. "Implementing a Math Study Skills Course." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396572935.
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Berisha, Besiana. "Kooperativt lärande : Betydelsefulla Soft skills för framtiden." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43074.
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Eftersom jag under två års tid hade förmånen att arbeta som pedagog innan jag påbörjade den här kunskapsöversikt så har jag haft möjlighet att planera otaliga lektioner i flera olika ämnen. Det har fått mig att inse att även om innehållet i mina lektioner var densamma utvecklades mitt sätt att lära ut. Det var alltså tydligt att eleverna hade betydligt svårare att ta åt sig informationen när jag som lärare inte hade fungerande sätt att lära ut. I början av min arbetserfarenhet och utbildning var fokus oftast på vad som skulle läras ut. Jag har under mina två år inom skolans värld bevittnat att frågan om hur kunskaperna ska läras ut är av minst lika stor vikt. Eftersom en stor del av vardagen består i att tackla utmaningar och lösa problem blir det därför viktigt att vi hjälper eleverna lära sig hur de kan hantera dessa problem, oberoende av dess storlek. Jag har därför funderat vad är det eleverna behöver lära sig som de kommer ha nytta av resten av livet? Det jag identifierat som ytterst viktigt är att man hittar en inre drivkraft och vilja att vilja lära sig nya saker. Även samarbetsförmågan är en viktig pusselbit för att nå bästa möjliga resultat, då det ofta är ihop med andra elever, kollegor eller vänner som ideér formas, utvecklas och finslipas. Det i sin tur gör att förmågan att samarbeta är en ytterst användbar och direkt nödvändig kunskap att ha till framtida utmaningar.
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Aizikovitsh, Einav, and Miriam Amit. "An innovative model for developing critical thinking skills through mathematical education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79308.
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In a challenging and constantly changing world, students are required to develop advanced
thinking skills such as critical systematic thinking, decision making and problem solving. This
challenge requires developing critical thinking abilities which are essential in unfamiliar
situations. A central component in current reforms in mathematics and science studies worldwide
is the transition from the traditional dominant instruction which focuses on algorithmic cognitive
skills towards higher order cognitive skills. The transition includes, a component of scientific
inquiry, learning science from the student's personal, environmental and social contexts and the
integration of critical thinking. The planning and implementation of learning strategies that
encourage first order thinking among students is not a simple task. In an attempt to put the
importance of this transition in mathematical education to a test, we propose a new method for
mathematical instruction based on the infusion approach put forward by Swartz in 1992. In fact,
the model is derived from two additional theories., that of Ennis (1989) and of Libermann and
Tversky (2001). Union of the two latter is suggested by the infusion theory. The model consists of
a learning unit (30h hours) that focuses primarily on statistics every day life situations, and
implemented in an interactive and supportive environment. It was applied to mathematically
gifted youth of the Kidumatica project at Ben Gurion University. Among the instructed subjects
were bidimensional charts, Bayes law and conditional probability; Critical thinking skills such as
raising questions, seeking for alternatives and doubting were evaluated. We used Cornell tests
(Ennis 1985) to confirm that our students developed critical thinking skills.
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Katayama, Gary L. "Analysis of university pre-baccalaureate students' academic preparation and mathematical skills." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527962.
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According to statistics provided by the California State University Public Affairs Office, approximately 1/3 of incoming freshman need remediation in mathematics. However, there is little information available on which specific mathematical skills they lack. The CSU Entry Level Mathematics Test does not allow for disaggregation of scores by topic, so it is of limited use in studying students’ pre-existing skills. However, the Mathematics Diagnostic Testing Project Second Year Algebra Readiness Test is well correlated with the ELM, and can provide information regarding student deficiencies.
This study administered a student survey on prior preparation in mathematics and the MDTP to students enrolled in a required remedial mathematics course. The results were analyzed for patterns among the incorrect answers, and the correlation between students’ preparation and test results was studied. Results indicate that students can access only a small subset of the mathematical skills required for success in postsecondary courses.
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Steinberg, Melissa. "iMath - Using Video Modeling Via iPads to Teach Mathematics Skills to Struggling Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9120.
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There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to students with disabilities. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist second grade students who had been identified by their teachers as "struggling"in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the math problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.
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Banks, Alberta Diahann. "Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/50.
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The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected through a semi structured group interview to explore 6 students' perceptions on how the intervention affected their attitudes toward mathematics. Open and axial coding strategies were used to develop themes. Quantitative results indicated no significant differences in students' attitudes toward mathematics, while qualitative findings supported the use of the intervention to develop students' positive attitudes in mathematics. A recommendation was that educators undergo professional learning opportunities to increase awareness of the impact of embedded study skills on student learning and how to use this instruction in lessons. Positive social change may occur if educators are provided with insight in embedded study skills that could improve students' attitudes toward mathematics, which ultimately may encourage students to study higher level mathematics and to pursue mathematics-based careers.
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Laduzenski, Ann Marie Anzalotti. "Mathematics laboratories and third grade standardized test scores /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1570.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]. Includes bibliographical references (leaves 29-32).
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Wahlström, Charlotta, and Jeanette Göransson. "Autism, matematik och kommunikation utvecklande matematikdidaktiska strategier." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31329.
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Syftet med studien är att bidra med kunskap om matematikdidaktiska strategier för elever inom AST. Den kvalitativa studien bygger på intervjuer av lärare i verksamheter som är speciellt inriktade mot elever inom AST. Som teoretiska ramverk i studien har vi varit inspirerade av grundad teori och sociokulturell perspektiv.Vi har i vår undersökning identifierat matematikdidaktiska strategier som är gynnsamma i undervisningen för att utveckla kommunikationsförmågan. Samtliga intervjuade lärare framhåller att det inte är lika stor utmaning för eleverna att kommunicera muntligt som skriftligt i matematikundervisningen. När det gäller den muntliga kommunikationen visar undersökningen att det är viktigt att skapa trygghet så att eleverna vågar prata samt hitta material som uppmuntrar samtal. Den skriftliga kommunikationen i matematiken hos elever inom AST gynnas av att lärare presenterar uppgifter som eleverna tolkar korrekt samt skapar aktiviteter som lockar till redovisning. Utifrån undersökningens empiri och den tidigare forskningen har vi lyckats identifiera gynnsamma matematikdidaktiska strategier för att stimulera elevernas kommunikationsförmåga. Med stöd av detta kan specialläraren handleda lärarna för att förebygga och överbrygga de utmaningar de står inför i undervisningen av elever inom autismspektrumtillståndet.
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Copley, Charlotte Evans. "The effects of microcomputers on the mathematical skills of low-achieving students." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618774.
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The purpose of this study was to determine the effectiveness of using the microcomputer to improve mathematics achievement for those students who did not pass the mathematics section of the State Literacy Passport Test in Grade 6.;The sample consisted of nine classes of seventh grade students who had not passed the LPT and whose parent(s) committed to the five week summer program. Students were assigned randomly to the nine teachers. The teachers were then assigned randomly to either the microcomputer or non microcomputer group with five being assigned to the microcomputer group. to control for teacher variability staff development and a detailed teacher's guide were provided. The topics covered in both groups were those which are addressed on the State LPT: numbers and numeration; relations and functions; computation with whole numbers, decimals, and fractions; measurement and geometry; and applications. The lessons for both groups included identical teacher directed activities. Students in the microcomputer group were assigned in pairs to a microcomputer and spent approximately 20% of the time using the microcomputer for follow-up activities whereas the students in the non microcomputer group worked on more conventional follow-up activities such as games and puzzles. The students attended classes for two and one-half hours, four days a week for five weeks.;A literacy passport test developed by the project director which was previously examined for content and concurrent validity and reliability was the posttest assessment. The pretest assessment was the State LPT.;The major findings of the study were: (1) Students in the microcomputer group scored significantly higher on the posttest for the total test and for the subtests of--computation with decimals, computations with fractions, and measurement and geometry. (2) Students in the microcomputer group experienced significant posttest gains on the subtest on computation with whole numbers but the posttest differences were not significant (p {dollar}<{dollar}.05). This was due to the significant differences in pretest scores in favor of the non microcomputer group.
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Deuchar, Annelize. "Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4823.
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The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities for the development of critical thinking skills in Grade 8 in Mathematics classrooms. A literature study was undertaken to highlight the importance and nature of the development of critical thinking skills in the Mathematics classroom, and to establish how critical thinking could be nurtured during the teaching, learning and assessment of Mathematics. Various teaching methods and assessment strategies, types of learning material, a variety of classroom activities and how to create a classroom conducive to the development of critical thinking skills were explored. The literature review provided the framework to design a questionnaire that was utilized to obtain the perceptions of Grade 8 Mathematics teachers and learners regarding the opportunities provided for the development of critical thinking skills in Mathematics classrooms. By means of quantitative, non-experimental descriptive research, the self constructed, closed-ended questionnaire was administered to a convenient sample of a purposively selected group of Mathematics teachers (n = 92) and learners (n = 204) in the Ekurhuleni District of Gauteng, South Africa. The triangulation of learner and teacher data revealed that teachers do have an understanding of the importance of critical thinking in the Mathematics classroom, but that their understanding is not always fully translated into practical opportunities for the development of critical thinking skills. It was revealed that teachers do make use of questioning and allow learners to communicate during problem-solving, which are important strategies for the development of critical thinking. However, it was evident that teachers appear to be inhibiting the development of critical thinking skills by relying heavily on the use of textbooks and transmission of knowledge during teaching, and seem not to acknowledge the merits of cooperative learning and real life experiences during the teaching and learning of Mathematics. The study is concluded with recommendations on how to nurture and improve critical thinking in the Mathematics classroom.Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.
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Fuller, Cassidy. "Using a graphic organizer to promote problem-solving skills in a secondary mathematics classroom." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041301.
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Malabar, Ian. "The use of computer technology and constructivism to enhance visualisation skills in mathematics education." Thesis, Liverpool John Moores University, 2003. http://researchonline.ljmu.ac.uk/5627/.
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Stones, Rebecca Anne. "South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78379.
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The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used as the pre- and post-test, and a focus group explored the learners’ experience of the SOM. In the mathematics sessions, the intervention group worked through past papers of the SA Mathematics Challenge (South African Mathematics Foundation, 2018), and the alternative intervention group completed worksheets from a Department of Basic Education workbook.
My study revealed a positive relationship between success in traditional Mathematics and Study Attitude, Study Habits and overall Study Orientation, and an interaction between disadvantage and success in Mathematics. Participants were less disadvantaged than their surroundings would indicate, and had higher Mathematics anxiety than expected for their achievement level. The intervention did not increase problem-solving behaviour and both the quantitative and qualitative findings showed that the participants found the Olympiad type questions unfamiliar and difficult. This unfamiliarity is indicative of the limited enrichment opportunities for mathematically-gifted learners in disadvantaged areas of South Africa. Greater experience of Mathematics Olympiads is suggested to help mathematically-gifted disadvantaged learners live up to their problem-solving potential.Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd (LSGC)
Unrestricted
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Datsogianni, Anastasia [Verfasser], and Stefan [Akademischer Betreuer] Ufer. "Elementary students’ conditional reasoning skills: The case of mathematics / Anastasia Datsogianni ; Betreuer: Stefan Ufer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1238016979/34.
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Datsogianni, Anastasia Verfasser], and Stefan [Akademischer Betreuer] [Ufer. "Elementary students’ conditional reasoning skills: The case of mathematics / Anastasia Datsogianni ; Betreuer: Stefan Ufer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://nbn-resolving.de/urn:nbn:de:bvb:19-267387.
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Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
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Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.
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Söberg, Moa. "Räkna med läsning : En undersökning bland elever i årskurs nio om samband mellan läsförståelse och matematisk problemlösningsförmåga." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19184.
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Swedish students' knowledge of both mathematics and reading comprehension has deteriorated in recent years. Scientists are discussing whether there is a connection between these areas and that the pupils deteriorating math skills may have something to do with their increasingly lower results in terms of reading comprehension. To investigate this possible connection, I conducted a survey among students in ninth grade and have come to the conclusion that the scientists are right: this connection absolutely exist. Students who received a high score on tasks designed to test students' mathematical problem-solving skills, also received high results on the reading comprehension test. And students who received a poor performance on the problem-solving tasks, were also low performers in the reading comprehension test. The students who received low scores on the problem-solving tasks, wasn’t automatically scoring low on the mathematics test, as you might think. Therefore, I conclude that there is a greater connection between students' reading comprehension and ability to solve mathematical problem-solving tasks than between their abilities in problem-solving and pure mathematics. From this I conclude that reading has a major impact on students' problem-solving skills, which is why I believe that reading should have a greater role in mathematics education.