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Dissertations / Theses on the topic 'Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Novinger, Susan. "Talking mathematics : children's acquisition of mathematical discourse in a permeable curriculum /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953887.

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2

Rolandsson, Jakob. "Programming as Mathematics – A Curriculum Perspective." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451806.

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3

Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.

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4

Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.

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5

Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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Thesis (Ph. D.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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6

Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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7

Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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8

Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.

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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).

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9

Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.

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10

Hoffmann, R., and R. Klein. "Adjusting the Mathematics Curriculum Into the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82570.

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11

Grant, F. "Developing a basic mathematics education curriculum for Namibia." Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.651711.

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Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the a

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12

Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.

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<p> In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, <i>EveryDay </i> Mathematics and <i>EnVision</i> Mathematics. A 2 by 2 by

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13

Soares, Darrow P. "Curriculum in mathematics for air conditioning and refrigeration." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1239.

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14

Killen, Carey. "The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13301.

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Educators need clear, actionable data to help them understand students' current levels of performance and students' probable trajectory toward college- and career-readiness in math if they are to make informed programmatic decisions to shape that trajectory. This study explored the relation between CBM-math in Grade 7 as a one-point, teacher accessible measure of student math skill and the students' performance on the Grade 8 EXPLORE-math test, a large-scale achievement test linked to one set of college- and career-readiness benchmarks. Results indicated that a moderate positive correlation a

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15

Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local scho

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16

Sidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.

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17

Sadler, Ada M. "The effects of a family mathematics workshop on the mathematics achievement of middle grades African American students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2190.

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This study was an investigation of the effects of a Family Mathematics Workshop on African American students' mathematics achievement and parent-child interaction with mathematics homework. A one way analysis of variance and the SPSS for MS Windows release 6.1 were used to test the null hypothesis. The study is based on Epstein's theory of overlapping spheres which proposes that when the school and family unite in a partnership for children, their overlapping spheres of influence foster a positive attitude about mathematics at home that helps children learn mathematics at school. The researche

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18

Madden, Paul Edward. "Evaluating Mathematics Curriculum from Anti-Colonial and Criticalmathematics Perspectives:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108651.

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Thesis advisor: Lillie R. Albert<br>This study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this

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19

Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.

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20

Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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21

O'Shea, Linda. "Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18397.

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In the current era of high stakes testing, educators use curriculum-based measures (CBMs) and large-scale benchmark assessments to inform instruction and monitor student performance. The Elementary and Secondary Education Act, The No Child Left Behind Act, and Race to the Top all require annual testing in grades 3 through 8 in mathematics and reading. Therefore, educators need appropriate assessments to make valid inferences about instruction and students' current level of performance as well as risk. Consequently, construct validity is essential for both CBMs and large-scale tests to ensure

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22

Valente, Evandro R. "Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1783.

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Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level. Academic coaching has been identified as an effective professional development activity for teachers. The purpose of this study was to investigate the difference between students’ achievement levels before and after a mathematics initiative in a Northeast Tennessee school district. In this study I analyzed grades 3 – 6 students’ Tennessee Comprehensive Assessment Program or TCAP scores in the year prior to the hiring of a mathematics co

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23

Taylor, Jeffrey D. "Curriculum Strategy and Contested Commonplaces: A Study of Rural Middle School Mathematics Teacher Attitudes in Curriculum Work." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490720364069195.

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24

Otten, Samuel, and Ryan Andrew Nivens. "Journal Rankings and Representation in Mathematics Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/288.

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25

Munro, Samantha. "Integrating Literature in an Elementary School Mathematics Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/76.

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Historically, mathematics education has consisted of rote learning through workbooks and textbooks, leaving students with the thought that mathematics is dull, unimaginative, and inaccessible. Educators have looked for ways to change these views of students, one current suggestion being through the integration of children's literature in the mathematics curriculum. To further investigate this suggestion, the study "Integrating Children's Literature in an Elementary School Mathematics Classroom" was conducted in a 3rd grade Johnson City Classroom to determine how students reacted to the integra

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26

Wang, Chih yoa. "Secondary School Teachers’ Conceptions of Mathematical Proofs and Their Role in the Learning of Mathematics." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40462.

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Mathematical proofs are a part of mathematics that involves thinking and reasoning, rather than computation. The conceptions of Ontario high school mathematics teachers, of what they consider to be mathematical proofs and the role proofs have in their teaching practice, were examined through the use of individual interviews (60 minutes per participant) and a focus group discussion (one 90 minute session). The transcripts were each analyzed through emergent coding before themes were formed from comparing codes across transcripts. The interpretive lens included looking at teacher beliefs on t

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27

Hart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.

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28

Dogan, Oguzhan. "Upper Elementary Mathematics Curriculum In Turkey: A Critical Discourse Analysis." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.

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The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elemen

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29

Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.

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30

Lomas, Laurinda. "Innovative mathematics curriculum and teacher professional learning: A case study." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/80114b9e620e684062af9caef5045182bbff5cebb4236467f1edffd9c032948d/570294/Lomas_2018_Innovative_mathematics_curriculum_and_teacher_professional.pdf.

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Implementation of innovative curriculum is posited as an immersion strategy with the potential to deepen the mathematical knowledge of in-service teachers. The impact of beliefs on teacher practice, however, can be a substantial constraint in this change process. The purpose of this research was to explore the impact of teaching an innovative mathematics unit on teachers’ knowledge and beliefs about mathematics and mathematics teaching and learning. Using a case study methodology within a constructivist epistemology, two Year 5/6 teachers were studied as they taught a rational number unit of w

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31

Nivens, Ryan Andrew. "Using Script Coding in Secondary Mathematics Classes." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2649.

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32

Percival, Irene. "Mathematics in history, integrating the mathematics of ancient civilizations with the Grade 7 social studies curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51447.pdf.

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33

White-Fredette, Kimberly. "What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-05232009-112403/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. David W. Stinson, committee chair; Pier A. Junor Clarke, Jennifer Esposito, Brian A. Williams, committee members. Description based on contents viewed Nov. 12, 2009. Includes bibliographical references (p. 196-217).

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34

Velupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.

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35

Bean, Pamela W. "Curriculum for At Risk Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/186.

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This curriculum project reviews the research on students who have been labeled drop-outs and/or low-achievers. Several different types of teaching models were reviewed to determine the best model to be used for drop-out and/or low-achieving students. The project includes curriculum materials that correspond to the Minimum Level Skills objectives for the General Math II course designated by the Duval County School System in Florida. The curriculum also corresponds to the required textbook for the General Math II course. This project strives to increase the ability of the students in the Graduat

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36

Spanos, Dimitris G. "Changing schools in Greece and pupils' difficulties with mathematics." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329061.

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37

Sangster, Margaret. "An exploration of pattern in primary school mathematics." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.

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38

Nivens, Ryan Andrew. "Modifying Curriculum: Area & Perimeter." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/237.

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Engage in a thought-provoking series of tasks involving area and perimeter. With open-ended tasks, concepts of minimums and maximums will emerge, along with a worthwhile discussion of definitions. Finally, compare the task to the original from a traditional curriculum and discuss implications for modifying curriculum.

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39

Hull, Linda Susan Hudson. "Teachers' mathematical understanding of proportionality : links to curriculum, professional development, and support /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004293.

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40

Keles, Ozkan. "An Investigation Of Elementary And Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610423/index.pdf.

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The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo<br>views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of &Ccedil<br>orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the

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41

Hon, Yuen-sing Vincent. "Effectiveness of the changes in the Hong Kong mathematics curriculum an analysis of the trends in international mathematics and science study data /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35418072.

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42

Ndlovu, M., and A. Mji. "Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks." Pythagoras, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000687.

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Hencke, Rutkowski, Neuschmidt and Gonzalez (2009) make the important remark that the Trends in International Mathematics and Science Study (TIMSS) examines the effectiveness of curriculum and instruction in relation to student achievement. There is increasing global interest in and attention paid to the resultant rankings of participating countries, making the very participation in TIMSS a high-stake local decision. As a consequence of the heightened (political and educational) stakes, the relevance of the tests to local curricula has come under sharp scrutiny, which makes the issue of alignme

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43

Armitage, William B. "Technology, mathematics and science : an integrated curriculum at Mystic Middle School /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1515.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.<br>" ... submitted in fulfillment of requirements for TE596 [for the degree of Master of Science for the Department of Technology Education]."

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44

Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.

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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to

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45

Rao, Mark V. "Curriculum implementation of Mathematics 11 in British Columbia, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61601.pdf.

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Lui, Ka-wai, and 呂嘉蕙. "A comparison of the mathematics curriculum in Berlin and Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45149392.

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47

krupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.

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48

Good, Sarah C. "Exploring Early Mathematics Curriculum and Instructional Strategies: A Three Article Dissertation." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616670781137523.

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49

Clarke, Benjamin S. "The identification, development, and investigation of early mathematics curriculum-based measurement /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055679.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.

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50

Reaume, Hannah Colette. "Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605560.

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<p> A learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multip

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