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Dissertations / Theses on the topic 'Mathematics in childhood education'

Author: Grafiati

Published: 10 September 2021

Last updated: 17 July 2025

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1

Diaz, Raquel Munarriz. "The role of language in early childhood mathematics." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/2805.

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Math literacy is imperative to succeed in society. Experience is key for acquiring math literacy. A preschooler’s world is full of mathematical experiences. Children are continually counting, sorting and comparing as they play. As children are engaged in these activities they are using language as a tool to express their mathematical thinking. If teachers are aware of these teachable moments and help children bridge their daily experiences to mathematical concepts, math literacy may be enhanced. This study described the interactions between teachers and preschoolers, determining the extent to

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2

Jung, Myoungwhon. "Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

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Johnson, Angela. "The Effects of Mathematics Manipulatives on Middle Childhood Students." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1337271589.

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4

Yates, April. "Reconceptualizing Early Childhood Mathematics Through Number Talks and Math Baskets| Challenging Dominant Mathematics Curriculum in One Kindergarten Classroom." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009981.

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<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoret

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5

Roy, William Benjamin. "A pilot investigation of a multi-tier system of mathematics instruction for prekindergarten students." Thesis, University of Southern Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10151748.

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<p> A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices fo

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Emmert, Trisken N. "Examining the Effects of Mathematics Journals on Elementary Students' MathematicsAnxiety Levels." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426710800.

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7

Deitcher, Rachel. "Preaching or practising? : action research into the teaching of early childhood mathematics education." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402022.

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8

Hawthorne, Wendy. "Professional development and practice: A study of early childhood teachers of mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1443.

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In the past twenty years there has been increased interest in the ways in which teachers construct their professional lives. It is no longer assumed that preservice education alone will enable teachers to meet the challenges of their teaching lives. Ongoing professional development is seen as an essential component of contemporary teachers' lives but remains a challenge for professional development planners and providers. The nature and extent of teachers' participation in professional development was a significant dimension of the investigation of professional development contained in this th

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9

Ward, Jennifer. "Early Childhood Mathematics Through a Social Justice Lens: An Autoethnography." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6975.

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The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teach

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10

Haubert, Lindsey R. "Professional Mathematical Noticing in Play-based Prekindergarten Classrooms." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246.

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11

Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.

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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers kn

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12

Heffernan, Kayla. "Promoting Preservice Teachers' Mathematics Identity Exploration." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/371318.

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Math & Science Education<br>Ph.D.<br>Despite the effort of teacher education programs, early childhood, and elementary preservice teachers often fear mathematics, have high mathematics anxiety, hold negative self-perceptions in relation to mathematics, find mathematics irrelevant, and have low mathematics achievement. The aim of this study was to implement and investigate the influence of an identity exploration intervention on preservice teachers’ identities in mathematics during a required mathematics content course of a teacher education program to provide insight into the patterns of chang

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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-Based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/214.

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There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logi

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15

McDonel, Jennifer S. "Exploring the relationship between music learning and mathematics learning in an interdisciplinary Pre-K curriculum." Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598710.

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<p> The purpose of this study was to examine children's musical and mathematical behaviors as they participated in an interdisciplinary pre-K curriculum. Research questions were: 1. What connections—if any—do young children make between music learning and mathematics learning? 2. Is there a relationship between young children's emergent rhythm development and emergent numeracy development? </p><p> To address these questions, a concurrent embedded mixed-methods design was utilized. One intact class of 14 preschool children were observed at predetermined points throughout the Sp

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Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns

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17

Sofendi. "The effects of groupwork on mathematics attainment in Indonesian primary schools." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10021973/.

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The purpose of this study was to investigate the effects of pupils working in small groups on Mathematics attainment of year-three pupils in ten public primary schools in Palembang, Indonesia. In the intervention group, pupils carried out Mathematics exercises by discussing and helping each other in mixed ability groups while those in the comparison group did the Mathematics exercises individually. This study used a non-equivalent control group design. To investigate the effects of the differences in classroom pedagogy, Mathematics test had to be devised and its validity and reliability establ

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Lange, Alissa A. "Order! Compare! Estimate! Building Knowledge and Excitement About Foundational Math Concepts for Preschoolers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4180.

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What do we do before we eat snack? Which tower has more blocks? Will all of these toy cars fit in my bucket? Children ask questions like this all day long, and they have incredible capacity to answer them when equipped with the right tools. We will discuss how to support all children - including children with special needs - to mathematize their worlds. We will focus on three math topics that are less commonly found in preschool: ordering, comparing, and estimating. Through group discussions, video analysis, and hands-on activities, we will explore: 1) how these skills connect to other doma

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Lange, Alissa A. "Unleashing the Mathematician in Preschoolers: Exploring Big Ideas with Little Kids." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4181.

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Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.

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This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representati

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Powell, Selma. "Enriching Students With Developmental Delays in an Early Childhood Classroom Using iPads With Mathematics Applications." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5445.

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Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics inst

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Lange, Alissa A. "Is a Pizza Slice a Triangle? Buiding Accurate Mathematical Foundations in Preschool Using a Fun, Interactive, and Research-based Approach." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4183.

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23

Black, Faye. "Discovering Effective Strategies for the Implementation of Cognitively Guided Instruction." Thesis, Piedmont College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10006484.

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<p> This qualitative multiple case study sought to discover third-grade teacher perspectives of the strategies used when effectively implementing Cognitively Guided Instruction (CGI). Five exemplar third-grade teachers were purposefully selected based on recommendations from their principal and instructional coach. The purpose of the study was to learn how the implementation of the essential elements of CGI affected planning of mathematics lessons and how those elements were implemented into mathematics instructional practices. </p><p> The study utilized triangulation of data sources, includ

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Garduno, Ana Eugenia. "Preschool and Educational Technology: Evaluating a Tablet-Based Math Curriculum in Mexico City." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112711.

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This study examines the effect of an intervention called Native Numbers on the development of number sense and quantitative skills in low-SES preschool children (ages 5 to 6) in Mexico City, using a randomized control trial (RCT). Native Numbers (NN) is a math curriculum built as an application for iPads that includes activities on number concepts, relations, ordering and counting. The study was conducted in 2014, with eight participating schools and an analytic sample of 249 students. The intervention lasted two weeks in each school, and compared students randomly assigned to a group using NN

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Oz, Aysegul Sukran. "Computer-supported collaborative learning between children and parents a home-based early intervention study to improve the mathematical skills of young children at risk for learning disabilities /." [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:3331268.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.

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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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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 behavio

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Gill, Lonni Anne. "Personal narratives and constructivism in teacher education." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167273.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2005.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0877. Chair: Ellen Brantlinger.

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Lange, Alissa A., Kimberly Brenneman, and Hagit Mano. "Teaching STEM in the Preschool Classroom: Exploring Big Ideas with 3- to 5-Year-Olds." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu_books/187.

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This book is designed to build educators’ confidence and competence so they can bring STEM to life with young children. The authors encourage pre-K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories. They explain the big ideas in STEM, emphasizing teaching strategies that support these activities (such as language-rich STEM interactions), and describe ways to integrate concepts across disciplines. The text features research-based resources, examples of field-teste

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Lange, Alissa A., Laura Robertson, Jamie Price, and Amie Dianna Ross Craven. "Teaching Early and Elementary STEM." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-oer/8.

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This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to

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Lange, Alissa A., Laura Robertson, Jamie Price, and Amie Craven. "Teaching Early and Elementary STEM." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/8.

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This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to

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32

Hare, Addie Y. V. McGriff. "Revealing What Urban Early Childhood Teachers Think About Mathematics and How They Teach It: Implications for Practice." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2437/.

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Hersh (1986) states, "One's conception of what mathematics is affects one's conception of how it should be presented. One's manner of presenting it is an indication of what one believes to be most essential in it." In this research study, three hundred ninety-seven urban early childhood teachers were given a survey that examined their attitudes toward mathematics and mathematics teaching, their views of mathematics, views of teaching mathematics, and views of children learning mathematics. The purpose of this study was to identify the attitudes and beliefs of early childhood teachers in two ur

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Vrabec, Alison N. "Exploring The Effects Of An Adaptive Number eBook On Parental Attitudes Toward Mathematics." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1619709148895365.

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Kyriakidou-Christofidou, Athina. "Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109214.

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<p> The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention. </p><p> It is

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Lange, Alissa A., Hagit Mano, and Rosemary Geiken. "MTSU Pre-K Summer Seminar - STEM Track." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4184.

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Lange, Alissa A. "Preschool STEM Explorations that Build on and Build Up Children’s Curiosity, Knowledge, and Skills." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4179.

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Science, technology, engineering, and math (STEM) learning experiences can fascinate and challenge preschool children to think critically about their worlds. What material should we use to wipe up the spill when we can’t find the towel? How many crackers do we need so everyone has the same number? Opportunities to explore STEM are all around us, and children are already asking these questions. In this session, we will define each domain, discuss ways to support children to make sense of STEM in preschool, and to make connections - across STEM domains, throughout the curriculum, and over the pr

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Collins, Melissa Anne. "The Roles of Symbolic Mapping and Relational Thinking in Early Reading and Mathematics." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105071.

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Thesis advisor: Elida V. Laski<br>This research explored the roles of symbolic mapping and relational thinking in early reading and mathematics learning. It examined whether symbolic mapping and relational thinking were predictive of children’s reading and mathematics knowledge; the extent to which these domain-general cognitive scores explained correlations between the two domains; and whether these cognitive scores mediated relations between verbal intelligence and reading and mathematics. Furthermore, the present research explored whether home learning experiences were predictive of childre

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Manchester, Peggy D. "Young Children Conceptualize the Relationships Among Positive and Negative Numbers and Zero." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301668039.

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Lange, Alissa A., Lynn Lodien, and Anne Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A., Lynn Lodien, and Anna Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A., and Laura Robertson. "Collaborating to Teach Science to K-3rd Grade Students Using the New Tennessee State Science Standards." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4683.

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Lange, Alissa A., Irena Nayfeld, and Hagit Mano. "The Effects of an Early Childhood Stem Professional Development Model on Coaching Effectiveness." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4187.

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Lange, Alissa A., and H. Mano. "Measurement in the Garden: How to Make Math Fun, Accessible, and Meaningful for Young Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4687.

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Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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Brenneman, Kimberly, Alissa A. Lange, and Irena Nayfeld. "Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3906.

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High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a prof

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Hardman, Emily C. "The Cognition behind Early Mathematics: A Literature Review and an Exploration of the Educational Implications in Early Childhood." Ohio Dominican University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1588755447374073.

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Lange, Alissa A., and Hebbah El-Moslimany. "Early Childhood STEM Professional Development to Improve Outcomes for Educators and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4191.

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Mano, Hagit, Kathleen Molina, Alissa A. Lange, and Irena Nayfield. "Planting the Seeds of Engineering: Preschoolers Think about, Talk about, and Solve a Real Problem in the Garden." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6021.

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Mano, Hagit, Kathleen Molina, Alissa A. Lange, and Irena Nayfeld. "Planting the Seeds of Engineering: Preschoolers Think about, Talk about, and Solve a Real Problem in the Garden." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6021.

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