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Bayley, Melanie. "Mathematics and literature in Victorian England." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527279.
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Goldstein, Jaime Elrath. "The integration of children's literature into mathematics." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/JEGoldstein2007.pdf.
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Kahn, Leslie Joan. "Mathematics as life: Children's responses to literature." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/184903.
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This teacher research study gave me an opportunity to examine how my sixth grade classroom learning environment changed over time to support students' responses to literature across sign systems, and to develop collaboration among adults and students. Specifically, it looked at the ways in which students made mathematical connections in informal discussions as part of class read aloud experiences and how they used mathematics to communicate responses to literature. Over the course of a year I gathered data primarily by audio taping as I read to the class and the following total class discussions. I video taped presentations of literature groups. These literature groups responded to the read alouds using multiple sign systems which reflected and further developed their understandings of the texts. I also kept a reflective teaching journal and field notes throughout the year. The data analyses included a description of the classroom over the year, a re-creation of journal entries between me and collaborative others involved in the Holocaust study, and a qualitative analysis of the mathematics talk, "math talk," generated in the classroom. Math talk was present in my talk and the students' talk as well. The students' math talk showed that mathematics is used as students respond to literature in informal read aloud discussions and subsequent literature presentations.
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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 integration of literature in a mathematics classroom.
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Baker, David Philip. "Literature, logic and mathematics in the fourteenth century." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7716/.
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This thesis assesses the extent to which fourteenth-century Middle English poets were interested in, and influenced by, traditions of thinking about logic and mathematics. It attempts to demonstrate the imaginative appeal of the logical problems called sophismata, which postulate absurd situations while making use of a stable but evolving, and distinctly recognisable, pool of examples. Logic and mathematics were linked. The ‘puzzle-based’ approach of late-medieval logic stemmed in part from earlier arithmetical puzzle collections. The fourteenth-century application of the ‘sophismatic’ method to problems concerned with what might now be called ‘Physics’ or ‘Mechanics’ sustained the symbiotic relationship of the two disciplines. An awareness of the importance of this tradition is perhaps indicated by the prominence of logical and mathematical tropes and scenarios in the works of three authors in particular: Geoffrey Chaucer, John Gower and the Gawain-poet. It is argued that, in the poetry of all three, what may loosely be called ‘sophismatic tropes’ are used to present concerns that the poets share with the logical and mathematical thought of their time. Certain themes recur, including the following: problematic promises; problematic reference to non-existent things; problems associated with divisibility, limits and the idea of a continuum; and, most importantly, problems focused on the contingency, or otherwise, of the future. The debate over future contingency was one of the fiercest scholastic controversies of the fourteenth century, with profound implications for both logical and theological thought. It is suggested here that the scholastic debate about future contingency has a visible impact on Chauntecleer’s prophetic dream in the Nun’s Priest’s Tale, Troilus’s apparent determinism in Troilus and Criseyde, Gower’s presentation of causation in the Confessio Amantis, and the Gawain-poet’s treatment of covenants. The conclusion reached is that fourteenth-century logical and mathematical texts had a significantly wider cultural effect than is generally recognised.
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Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
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Bennett, Tisha L. "Teachers' Use of Children's Literature, Mathematics Manipulatives, and Scaffolding to Improve Preschool Mathematics Achievement: Does It Work?" Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2733/.
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The primary purpose of this study was to determine if the implementation of an intervention involving teachers' use of children's literature, related storybook manipulatives, and a scaffolding (LMS) approach to learning would improve preschool children's mathematics test scores. Additionally, the LMS approach was examined to determine whether teachers' perceptions of their effectiveness in mathematics instruction changed from the beginning to the end of the study. The subjects of the study included 60 preschool-aged children and six teachers from two child care centers. The preschool teachers participated in either a control or experimental condition (the LMS approach) in their daily mathematics instruction with their preschool children. The researcher tested the children using the Test of Early Mathematics Ability and an abbreviated version of the Stanford-Binet Intelligence Scale. The study was based on two main research questions. The first question asked if there was a difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding intervention group and children in the control group after assuring equivalency of the two groups. The second question addressed if preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. The answer to the first research question was that there was no statistically significant difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding group and children in the control group. However, the answer to the second question was that preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. Recommendations for future research on early childhood mathematics include the investigation of preschool children's ability, achievement, and interest in mathematics; teachers' use of mathematics scaffolding techniques; and longitudinal mathematics interventions beginning during the preschool years.
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Preciado, Claudia. "Indicators of Future Mathematics Proficiency: Literature Review & Synthesis." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/412.
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The beauty of mathematics can arguably be found in the way in which all concepts are interrelated and interwoven to create a massive web of knowledge and in the ways this can be applied to all aspects of life and technology. Given this inextricable interrelationship amongst several mathematical topics, many students encounter issues in learning mathematics due to gaps in their understanding of previously taught material. As a result, mathematics education in the K-12 setting has emphasized the need for interventions in order to help students grasp the progressively complex concepts that are required by our current society and education system as they advance throughout their academic career. This literature review researches effective and non-effective indicators of future mathematics proficiency as an initial step towards identifying the most beneficial cognitive and non-cognitive areas of focus, and consequently early interventions, in order to support student learning especially for underperforming students. Specifically, this research synthesizes research about three essential questions: (1) What skills, conceptual understandings, or student traits can serve as possible predictors of future mathematics proficiency? (2) Which of these identified skills, conceptual understandings, or student traits are stronger predictors of future mathematics proficiency? and (3) What is the degree of accuracy of these predictors? The research was conducted through the review of articles retrieved from diverse research studies.
The literature revealed that the single most effective indicator of future mathematical proficiency is knowledge of fractions, specifically, conceptual understanding of and operations with fractions as well as fluidity with rational operations. Other less effective indicators included early knowledge of whole number division, functional numeracy, students’ attitudes and dispositions towards mathematics, gender, early mathematics achievement/ability, and literacy/linguistic ability. Other skills, conceptual understandings and student traits investigated in the relevant research included whole number arithmetic knowledge, number system knowledge, verbal & non-verbal IQ, working memory, and family education & income. These indicators did not exhibit a significant correlation to future mathematics performance and thus were classified as non-effective.
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Washington, Arnita. "THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATICS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3708.
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The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.M.Ed.;
Department of Teaching and Learning Principles
Education
Mathematics Education
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Pippenger, Amy T. "A comprehensive literature review and critique on the differences and effects of implementing traditional and reform mathematics curricula." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pippengera.pdf.
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Dorthé, Anna, and Elin Larsson. "Storytelling och barnlitteratur i matematikundervisning Storytelling and Children ́s Literature in Mathematics." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30520.
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Da, Silva Claudionor Renato. "Johan Huizinga and the concept of playfulness: contribution of Philosophy to Mathematics children’s literature." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123970.
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Homo Ludens, a work written by Johan Huizinga is another alternative for the conceptualization and use of the term ludic in mathematical education, with a significant contribution to the pedagogical practice involving children’s mathematical literature or children’s literature with mathematical content, replacing the recurrent use of the terms »play» and »playful» from the field of educational psychology. From the bibliographic method, the study allowed three general conclusions: the first is the presence of philosophy in mathematics education with the use of children’s literature; the second, arising from the first is the possibility of philosophy to enter the contents of mathematics by encouraging logical reasoning, from early childhood education; and, lastly, that there are many gains in teacher training, in pedagogy courses, especially in the promotion of learning and knowledge in mathematical education, under the play, which are part of a philosophically based perspective present in the work Homo Ludens of the Huizinga.Homo Ludens, trabajo escrito por Johan Huizinga, es una alternativa para la conceptualización y el uso del término lúdico en educación matemática, con una contribución significativa a la práctica pedagógica, involucrando la literatura infantil matemática, o literatura infantil, con contenido matemático, sustituyendo el recurrente uso de los términos «juego» y «lúdico», oriundos del campo de la psicología de la educación. A partir del método bibliográfico, el estudio permitió tres conclusiones generales: la primera es la presencia de la filosofía en la educación matemática con el recurso de la literatura infantil; la segunda, derivada de la primera, es la posibilidad para la filosofia, de adentrarse en los contenidos de las matemáticas, incentivando el raciocinio lógico, desde la educación infantil; y, por último, que son muchos los benefícios en la formación de profesores, en cursos de pedagogía, sobre todo, en la promoción de los aprendizajes y saberes en educación matemática, bajo la dinámica lúdica, que se inserta en una perspectiva de base filosófica presentada en la obra Homo Ludens de Huizinga.
Homo Ludens, obra escrita por Johan Huizinga, é uma alternativa outra para a conceituação e utilização do termo lúdico em educação matemática, com uma contribuição significativa à prática pedagógica envolvendo a literatura infantil matemática ou literatura infantil com conteúdo matemático, substituindo o recorrente uso dos termos «jogo» e «lúdico», oriundos do campo da psicologia da educação. A partir do método bibliográfico, o estudo permitiu três conclusões gerais: a primeira é a presença da filosofia na educação matemática com o recurso da literatura infantil; a segunda, decorrente da primeira é a possibilidade da filosofia adentrar aos conteúdos da matemática incentivando o raciocínio lógico, desde a educação infantil; e, por último, que muitos são os ganhos à formação de professores, em cursos de pedagogia, sobretudo, na promoção das aprendizagens e saberes em educação matemática, sob o lúdico, que se inserem numa perspectiva de base filosófica presente na obra Homo Ludens de Huizinga.
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Florida, Julie. "Interventions in Solving Equations for Students with Mathematics Learning Disabilities : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30853.
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Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these students. The five included articles focused on interven- tions that can be used in algebra, specifically when solving equations. In the analysis of the five studies two types of interventions emerged: the concrete-representational-abstract model and graphic organizers. The concrete-representational-abstract model seems to show it can be used successfully in a variety of scenarios involving solving equations. The use of graphic organizers also seems to be helpful when teaching higher- level algebra content that may be difficult to represent concretely. This review discovered many practical implications for teachers. Namely, that the concrete-representational-abstract model of intervention is easy to implement, effective over short periods of time and appears to positively influence the achievement of all students in an inclusive classroom setting. The graphic organizer showed similar results in that it is easy to implement and appears to improve all students’ learning. This review provided a good starting point for teachers to identify interventions that could be useful in algebra; however, more research still needs to be done. Future research is suggested in inclusive classroom settings where the general education teacher is the instructor and also on higher-level algebra concepts.
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Engelhardt, Nina Malaika. "Mathematics in literature : modernist interrelations in novels by Thomas Pynchon, Hermann Broch, and Robert Musil." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7769.
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The focus of this thesis is on four novels’ illustrations of the parallels and interrelations between the foundational crisis of mathematics and the political, linguistic, and epistemological crises around the turn to the twentieth century. While the latter crises with their climax in the First World War are commonly agreed to define modern culture and literature, this thesis concentrates on their relations with the ‘modernist transformation’ of mathematics as illustrated in Thomas Pynchon’s Against the Day (2006) and Gravity’s Rainbow (1973), Hermann Broch’s The Sleepwalkers (1930-1932), and Robert Musil’s The Man without Qualities (1930/32). In the revaluation of mathematics during its foundational crisis, the certainty and rationality of this most certain science is challenged, and the novels accordingly employ mathematics as an example for the dramatic transformation of the modern West, the wider loss of absolute truth, and the increasing scepticism towards Enlightenment values. Crisis, however, also implied some freedoms and opportunities for literature and criticism. When the developing modern notion of mathematics is defined by autonomy and independence from the natural world, it bears traits more commonly associated with literary fiction, and the novels examine the possible convergence of mathematics and literature in the freedom of imaginary existence. The novels thus highlight the unique position of the structural science mathematics in the relation of the (natural) sciences and the humanities and suggest it to escape or straddle the perceived divide between the disciplines. The examination and historicising of relations between fiction and mathematical conceptualisations of the world as introduced in the major works by Pynchon, Broch, and Musil thus also contributes to distinguishing the specific conditions of studying mathematics in fiction in the wider field of literature and science.
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Kjørnæs, Hanssen Kristine. "A literature review about students’ learning outcomes when incorporating ethnomathematics." Thesis, Uppsala universitet, Matematiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435357.
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Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13566.
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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection.The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.
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White-Fuller, Audrey Denise. "The effect of literature-based mathematics instruction on achievement and attitude of second grade students /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1410676321&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218561677&clientId=22256.
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Johnston, Peter. ""Presences of the infinite" : J.M. Coetzee and mathematics." Thesis, Royal Holloway, University of London, 2013. http://repository.royalholloway.ac.uk/items/644d413c-e536-f08c-f2a8-3b8e27f7dfe0/7/.
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This thesis articulates the resonances between J.M. Coetzee's lifelong engagement with mathematics and his practice as a novelist, critic, and poet. Though the critical discourse surrounding Coetzee's literary work continues to flourish, and though the basic details of his background in mathematics are now widely acknowledged, his inheritance from that background has not yet been the subject of a comprehensive and mathematically- literate account. In providing such an account, I propose that these two strands of his intellectual trajectory not only developed in parallel, but together engendered several of the characteristic qualities of his finest work. The structure of the thesis is essentially thematic, but is also broadly chronological. Chapter 1 focuses on Coetzee's poetry, charting the increasing involvement of mathematical concepts and methods in his practice and poetics between 1958 and 1979. Chapter 2 situates his master's thesis alongside archival materials from the early stages of his academic career, and thus traces the development of his philosophical interest in the migration of quantificatory metaphors into other conceptual domains. Concentrating on his doctoral thesis and a series of contemporaneous reviews, essays, and lecture notes, Chapter 3 details the calculated ambivalence with which he therein articulates, adopts, and challenges various statistical methods designed to disclose objective truth. Chapter 4 explores the thematisation of several mathematical concepts in Dusklands and In the Heart of the Country. Chapter Five considers Waiting for the Barbarians and Foe in the context provided by Coetzee's interest in the attempts of Isaac Newton to bridge the gap between natural language and the supposedly transparent language of mathematics. Finally, Chapter 6 locates in Elizabeth Costello and Diary of a Bad Year a cognitive approach to the use of mathematical concepts in ethics, politics, and aesthetics, and, by analogy, a central aspect of the challenge Coetzee's late fiction poses to the contemporary literary landscape.
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Baumann, Brian Gregory. "Divine knowledge Buddhist mathematics according to Antoine Mostaert's "Manual of Mongolian Astrology and Divination" /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200372.
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Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2005.Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4507. Chair: Gyorgy Kara. Title from dissertation home page (viewed Oct. 11, 2006).
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Buccetti, Michael. "A review of the literature pertaining to brain hemisphere research and the implications for instruction in the mathematics classroom /." Click for abstract, 1997. http://library.ctstateu.edu/ccsu%5Ftheses/1482.html.
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Thesis (M.S.)--Central Connecticut State University, 1997.Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics Education." Includes bibliographical references (leaves 27-28).
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Gonzalez, Genelle Elizabeth. "ANALYSIS AND SYNTHESIS OF THE LITERATURE REGARDING ACTIVE AND DIRECT INSTRUCTION AND THEIR PROMOTION OF FLEXIBLE THINKING IN MATHEMATICS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/358.
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This literature review was conducted after it was noticed that an active instruction approach in teaching mathematics was becoming more of a standard approach. This literature review aims to analyze and synthesize existing research regarding active and direct instruction, as well as examine how these instructional strategies support the promotion of flexible thinking in students, including their promotion of the Standards of Mathematical Practice related to flexibility in thinking. This review defines both active instruction and direct instruction, as well as compares the two strategies, particularly in terms of how well they promote flexible thinking in students. It was discovered that there exists an abundance of research regarding active instruction, including its promotion of flexible thinking, yet it was difficult to find articles advocating for direct instruction. From the research conducted, it appears that a more active approach is more conducive to the learning of mathematics for students in that it encourages flexible thinking, which is a necessary component of a successful mathematician. More research is needed to determine under which conditions these instructional strategies yield optimal results.
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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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Tesfaye, Gebremedhin Markos. "Litteraturstudie om betydelsen av begreppet inkludering för elever som har matematiksvårigheter utifrån specialpedagogiska perspektiv." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-87217.
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Grunden för begreppet inkludering är Salamancadeklarationen. Den antogs 1994 men det finns fortfarande otydlighet i vad som menas med inkludering i praktiken. I den här litteraturstudien undersöks innebörden av inkludering i matematikundervisningen för elever som har matematiksvårigheter utifrån ett specialpedagogiskt perspektiv. Studien utgår ifrån tre specialpedagogiska perspektiv: individperspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultaten visar att forskning med utgångspunkt i ett individperspektiv föreslår olika strategier för lärare för att möta behov hos elever som har svårigheter. Det kritiska perspektivet fokuserar på mer på en organisatorisk nivå, men resultaten understryker att lärarnas metoder är viktiga. De lyfter också fram brister på olika former av resurser, såsom lärartid och lärarutbildning. Forskning ur dilemmaperspektivet betonar att alla lösningar innebär en avvägning av för- och nackdelar och att en inkluderande undervisning samtidigt kan vara både positiv och negativ för eleven.THe Salamanca Statement (1994) is the base for inclusive education. This international declaration came to establish the concept of inclusion. However, after all these years the meaning of inclusion in implementation is not clear. To address this unclarity, this literature review attempts to examine the impact of inclusion in mathematics education for students having difficulties with mathematics. The study focuses on special education research from three different viewpoints: the individual perspective, the critical perspective and the dilemma perspective. Results show that the research from the individual perspective suggest several strategies for a teacher to address the needs of the pupils that have difficulties. The critical perspective research focuses more on an organizational level, but the findings also suggest that teaching methods are important. These studies also imply the importance of resources such as teacher time or teacher education. The dilemma perspective focuses on the trade-offs between different solutions, inclusion can have both positive and negative impacts on the student.
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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
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Vick, Beverly Johns. "Elementary students' oral and written discourse within integrated language arts and mathematics block that has a focus on literature /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823329.
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Arnold, Denise Soares. "Matamáticas presentes em livros de leitura : possibilidades para a educação infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/148194.
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Esta pesquisa, de natureza qualitativa teve por objetivos: a identificação e classificação de livros de leitura destinados a crianças da Educação Infantil, entre quatro e seis anos, em que a matemática se fizesse presente, e o planejamento, aplicação e análise de sequências de atividades relativas a alguns dos livros mapeados. A pesquisa se deu em dois momentos: o mapeamento e categorização das obras, e a aplicação de atividades com uma turma de alunos da faixa etária determinada, e posterior análise. Através de visitas a livrarias, bibliotecas, acervos e lojas virtuais foram identificadas 347 obras. As categorias de análise das mesmas foram definidas e denominadas com base nos aspectos comuns que os livros apresentaram. O principal aspecto foi relativo à narrativa que constitui as obras. Foram quatro categorias identificadas: livros de Atividade, livros Ficha, livros Paradidáticos e livros de Leitura Literária. A categoria com maior número de obras é a dos livros Paradidáticos, seguida dos livros Ficha, livros de Atividade e livros de Leitura Literária. Em relação aos conteúdos, percebe-se que são mais variados nos livros de Leitura Literária e Paradidáticos. O que diferencia os livros Paradidáticos e de Histórias é o objetivo de ensinar determinado conteúdo, característico de livros paradidáticos. Para o segundo momento da pesquisa, foi escolhida a turma de Pré B de uma escola municipal de Ivoti/RS, da qual a pesquisadora era também professora titular. A turma era composta de 25 crianças, com quatro a seis anos completos, no período de outubro e novembro de 2015. Foram explorados sete livros. Entre as atividades relativas a cada livro, sempre houve um momento destinado à contação da história pela pesquisadora. As demais atividades envolveram diálogos, brincadeiras, jogos, atividades de registro, exercícios, explorações do espaço fora da sala de aula, explorações de figuras em meio digital, uso de massa de modelar, colagens, canções. Como produto desta pesquisa, foi elaborado um catálogo das obras, separadas por categoria, contendo título, capa, autoria e conteúdos matemáticos, finalizado com as sequências de atividades planejadas para a exploração dos sete livros escolhidos para o segundo momento do trabalho. Do conjunto das análises das categorias de livros e das vivências com as crianças, foi possível afirmar que as conexões entre matemática e literatura são possíveis, e se constituem de diferentes maneiras. Percebeu-se que os livros Ficha, ainda que tenham importância para leitores iniciantes, nem sempre serão atrativos para esta faixa etária. Quando o são, a criança sente a necessidade do toque, de explorar seus recursos de interação. Os livros Paradidáticos são muito variados na forma como articulam a narrativa e o conteúdo. Quando os conceitos e procedimentos se sobrepõem à história, que fica como pano de fundo, as crianças não se envolvem tanto; são menos intensas as discussões. Os livros de Leitura Literária apresentam possibilidades de trabalhar os conteúdos, mesmo que não seja este o foco principal de quem o escreveu. Deste modo, permitem tratar de aspectos mais densos, que estão na base dos conceitos e procedimentos matemáticos. A articulação das imagens com as narrativas, sendo fonte para leitura dos alunos ou para surpresas e problematizações, fomentou de modo significativo as discussões e a construção dos conceitos matemáticos. A análise dos livros atenta para a necessidade de investirmos em pesquisas sobre as representações geométricas, especialmente na relação entre o bidimensional e o tridimensional. A possibilidade de viver experiências matemáticas e o desenvolvimento articulado da linguagem e de conceitos matemáticos foram resultados das conexões entre matemática e literatura infantil.This qualitative research aimed to: identify and classify literature books intended to Child Education children aged 4 to 6, where mathematics is present, and prepare, apply and analyze activities sequences related to some of the mapped books. The research has happened in two moments: literary work‘s survey and categorization and the activities‘ application in a class with students on the determined age-group and further analysis. By visiting bookstores, libraries, collections and online stores it was identified 347 works. The analysis categories of the works were defined and named based on common aspects the books has showed. The main aspect was related to the narrative that formed the works. It was identified four categories: Activities books, Ficha books, Para-didactic books, and Literary Reading books. The category with the most number of works is the Para-didactic books, followed by Ficha books, Activities books and Literary Reading books. In relation to contents, it is noticed that they are more varied on Literary Reading books and Para-didactic books. What distinguishes Para-didactic and Literary Reading books is the aim of teaching a specific content, characteristic of para-didactic books. For the second part of the research, it was chosen a preschool class of a local school in Ivoti/RS, of which the researcher was also the class teacher. The class was formed by 25 children, aged 4 to 6, between October and November, 2015. It was explored seven books. Among activities related to each book, there always was a moment destined to the story telling by the researcher. The other activities involved conversations, plays, games, recording activities, exercises, exploring outside the classroom, exploring images online, using play dough, collages, songs. As a result of this research, it was made a catalogue of works, divided by category, containing title, book cover, author, year of publication, and mathematics contents, ending with the sequences of prepared activities to explore the seven chosen book for the second part of the research. By the range of analyses of book categories and children experiences, it was possible to state that links between mathematics and literature are possible, and are formed in different ways. It was noticed that Ficha books, although they are important to beginner readers, they are not always interesting to this age-group. When they are, the child need to touch and to explore its interaction resources. Para-didactic book are very diverse in its way to organize narrative and contents. When concepts and procedures outstand the story, which stay in the background, children don‘t get so involved; they are less intense in discussions. The Literary Reading books show possibilities to work the contents, even though this is not the main goal of who wrote it. In this way, it is possible to discuss deeper subjects, that are on the base of mathematical concepts and procedures. The link between images and narratives, being source to students reading or to surprises and questions, instigate the discussion and form of mathematical concepts on a significant way. The books‘ analysis points out the need of investments in researches about geometrical representations, especially on the relation between two-dimensional and three-dimensional. The possibility of living mathematical experiences and the organized development of language and mathematical concepts were results of links between mathematics and children‘s literature.
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Groves, T. C. (Thomas Cameron). "The cross : a long poem using the techniques of numerical composition." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26272.
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The Cross is a long poem with a numerologically determined structure. In my introduction I examine some of the ideas behind the tradition of literary numerological composition, particularly those presented in the Timaeus of Plato and in Augustine's De musica. I then scrutinize number's aptness as a unifying principle in the poem, briefly elucidating the Golden Proportion and showing its centrality to the poem's structure, concluding with a look at my use of number metaphor. The Cross, partly and wholly the embodiment of these theories, follows. Its subject matter is the history of Montreal. Each book has a unifying focus: Book I centres on Jacques Cartier's explorations in 1535; Book II on the activities of the fictional character Mrs. Chau, in the recent past; and Book III on the visit of the Prince of Wales in 1860 for the inauguration of the Victoria Bridge.
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Kongtcheu, Philibert Augustus F. "Reliving the Life of Louis Bachelier." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078354.
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This thesis is made up of two parts: a critical essay (I) and (II) an original epic length screenplay – 210 pages script plus fifteen pages appendix. The critical essay contains a short essay on The Yin-Yang Creative Writing Art pieces which are part of the screenplay. I term creative writing art, art pieces which use only written characters and codified symbols to visually render new artistic impressions.
The screenplay brings to a contemporary audience the life of Louis Bachelier (1870-1946), the first mathematician (French) to use modern mathematics to describe the behavior of financial markets. It lets unfold the prejudices and struggles he had to overcome, as viewed in our time by a young black mathematician of African origin named K., starting in grad school in Paris in the mid-90s, and then on to Wall Street, as a proponent of a new theory of decision making based on a proto-probabilistic concept called BICs (Basis Instruments Contracts) that he has invented. We span Bachelier’s life from the death of his parents to his famous thesis in 1900, to the dramas of the Dreyfus affair in France, WW I, up to the death of his ephemeral spouse, and the climactic denial of tenure to him in 1926. The narrative unfolds as K. himself experience similar struggles and prejudices in modern times which lead him from Wall Street to inner city life in Newark, NJ, and then to Beijing China, and back to New York. The intertwined narratives unfold in at least four languages – English, French, Mandarin Chinese, Ghomala – serving as a clinical and scientific examination of the various dimensions of prejudice, language, deriving analytical insights that bind persuasion, risk, prejudice, rewards and punishments in the decision making process. It also features two heart wrenching love stories that grip hearts and reveal characters of great humanity. This is a universal story of the travails of the misunderstood and unappreciated underdog, who nonetheless keeps on soldiering to usher in a better world.
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Ritosa, Andrea. "Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746.
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Culturally responsive education has been an actual topic in teacher education for decades, but most teachers still finish their education without appropriate knowledge and skills for teaching in culturally and linguistically diverse classrooms. Providing quality education to diverse learners remains a challenge, particularly in the fields of mathematics and sciences. The purpose of this systematic literature review was to describe intervention programs preparing in-service and pre-service math and science teachers for teaching in culturally diverse classrooms, and the outcomes of such programs. A search for scholarly journals evaluating such intervention programs has been carried out in several databases, resulting in nine articles included in the analysis. Intervention programs described in these articles covered several important aspects of culturally relevant education and had a limited success in developing cultural responsiveness of teachers. The construct of culturally relevant education is complex and multi-layered, and thus hard to measure without simplifying it to measurable constructs. Limitations of the study and implications for the future research and practice are discussed.
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Vickers, Bruce. "Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1847.
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Samples derived from a mailed questionnaire were compared. The sample represented high school, community college and university instructors of mathematics and English. The Kentucky public schools sampled were equally represented among high school, community colleges and universities. The research indicated that of those instructors sampled a very high percentage (97.7%) feel that those high school students shown to be academically gifted would benefit from a college experience before high school graduation. The attitudes of those instructors sampled indicated that multiple criteria – grades, recommendations, standardized test scores and personal interview – were considered the preferred method of selection (82.5%). The attitudes sampled suggested that the high school personnel were better suited to make these eligibility decisions (67.4%).
The sampled attitudes concerning the setting of this experience suggest the community college was the preference over the university. By use of Chi-square tabulations, no significant difference between mathematics or English instructor’s attitudes was shown. Using this method of measurement significant attitude differences were shown depending on the group sampled. The attitudes of the three sampled groups did show variation depending upon the question involved. Issues such as eligibility of the students, location of experience, use of credit earned, choice of instructor, distance to the experience and responsibility for administrative costs were considered. The collected attitudes suggested that an academically gifted high school student would benefit from a college level experience before graduation and that there is a real need for change in our educational system to accommodate our most precious resource – the gifted student.
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Stiklius, Raimundas. "Lietuviškų tekstų stilių palyginimas naudojant universalias kiekybines charakteristikas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_093420-90608.
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Lietuviškų tekstų grožinio ir mokslinio stilių palyginimas naudojant statistinius metodus. Taikomos universalios kiekybinės charakteristikos, koreliacinė ir regresinė analizė, logtiesiniai modeliai. Tiriamos žodžių ilgių ir dažnių priklausomybės, žodžių pasiskirstymas tekstuose.The comparison of Lithuanian texts‘ fiction and scientific literature styles by using statistics methods. by using the universal quantitative characteristics, the correlation and regression analysis, the loglinear models.
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Acar, Nathalie. "”Rektangel – En avlång fyrkant, som formen av en fotbollsplan” : En kvalitativ studie om språket lärare använder i sin matematikundervisning i årskurs 4-6." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41812.
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The purpose of this study is to investigate how teachers use everyday language in parallel with school language to support students to develop their language in mathematics in 4-6 th grade. To examine this, three research questions were formulated: How do teachers use everyday language and school language in teaching mathematics? In what way do teachers support students to develop their mathematical scientific language in teaching mathematics? What type of interaction is given the opportunity in teaching mathematics for students to be able to develop their mathematical school language? To collect data for the study, four qualitative observations were performed of four different teachers av two different schools. Each observation was then followed by a qualitative interview. The result of the study indicates that teacher often use the everyday language to explain the school language for the students. Teachers also use different scaffolding methods as word explanations, asking questions or use student’s previous knowledge to support students to develop their mathematical scientific language. Finally, the result of the study shows that the students were given interaction with the teacher, interaction with each other but also individual learning to develop the mathematical school language.
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Brewer, Eric Robert. "Age-Suitability Prediction for Literature Using Deep Neural Networks." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8665.
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Digital media holds a strong presence in society today. Providers of digital media may choose to obtain a content rating for a given media item by submitting that item to a content rating authority. That authority will then issue a content rating that denotes to which age groups that media item is appropriate. Content rating authorities serve publishers in many countries for different forms of media such as television, music, video games, and mobile applications. Content ratings allow consumers to quickly determine whether or not a given media item is suitable to their age or preference. Literature, on the other hand, remains devoid of a comparable content rating authority. If a new, human-driven rating authority for literature were to be implemented, it would be impeded by the fact that literary content is published far more rapidly than are other forms of digital media; humans working for such an authority simply would not be able to issue accurate content ratings for items of literature at their current rate of production. Thus, to provide fast, automated content ratings to items of literature (i.e., books), we propose a computer-driven rating system which predicts a book's content rating within each of seven categories: 1) crude humor/language; 2) drug, alcohol, and tobacco use; 3) kissing; 4) profanity; 5) nudity; 6) sex and intimacy; and 7) violence and horror given the text of that book. Our computer-driven system circumvents the major hindrance to any theoretical human-driven rating system previously mentioned--namely infeasibility in time spent. Our work has demonstrated that mature content of literature can be accurately predicted through the use of natural language processing and machine learning techniques.
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Alcantar, Stephanie. "Redefiniendo los Limites del Lenguaje y la Representacion. Un Estudio Semiotico del Uso de los Conceptos Matematicos Infinito, Centro y Limite, en la Literatura Hispanoamericana." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523636508169938.
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Pender, Debra J. "Integrating science through literature." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.
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Nilsson, Jörgen. "Saknas den historiska dimensionen? : Om matematikens kulturhistoria ur ett didaktiskt perspektiv." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214055.
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Arbetet handlar om matematikens kulturhistoria ur ett didaktiskt perspektiv i gymnasieskolans undervisning. Syftet är dels att undersöka hur lärare och elever ser på matematikens historia och dess inkluderande i matematikundervisningen, dels om det finns en diskrepans mellan olika läroboksförfattare hur man tolkar Skolverkets intention om att ge eleverna möjlighet att relatera matematiken till ett historiskt sammanhang. Baserat på några didaktikforskares olika synvinklar behandlas också frågor kring varför vi bör inkludera matematikens historia, vilka alternativa metoder som kan användas samt vilka eventuella hinder som kan finnas för detta. Dessutom ställs matematikhistorisk undervisning i relation till både teoretiska lärandeperspektiv och jämställdhet mellan män och kvinnor. Metoderna som använts i arbetet utgörs, dels av en kvalitativ enkätundersökning baserad på frågeformulär ställda till några lärare och elever, dels av en litteraturjämförelse mellan fyra av de vanligaste förekommande läroboksserierna i matematik på den svenska läromedelsmarknaden. Litteraturstudien baseras på både en kvantitativ och en hermeneutisk ansats där såväl mängden av historiskt innehåll liksom texternas innebörd studeras och uttolkas baserat på det sätt på vilket de framställts. Resultatet av studien visar att undervisning i matematikens historia prioriteras relativt olika bland lärarna och den ges i huvudsak låg prioritet då den ställs mot matematikundervisningens andra delar som aritmetik, algebra, geometri med flera. Vidare visar sig intresset vara begränsat hos merparten av eleverna. Ett något större intresse noteras däremot hos lärarna, som dock i relativt hög andel själva saknar utbildning i matematikens historia. Studien visar också att det finns betydande skillnader i hur läromedelsförfattarna ser på elevernas behov av matematikhistoriskt innehåll, inte minst mellan matematikkursernas a-, b- och c-spår. Även sättet på vilket det matematikhistoriska innehållet presenteras skiljer sig avsevärt mellan de studerade läroboksserierna.This work is about the history of mathematics from a didactic perspective in the upper secondary school ’s education. The purpose is partly to investigate how teachers and students look at the history of mathematics’ incorporation in mathematics teaching and partly if there is a discrepancy between different school book writers how to interpret the Swedish National Agency for Education's intention to give students the opportunity to relate mathematics in a historical context. Based on the different viewpoints of some didactics researchers, issues about why we should include the history of mathematics, which alternative methods that can be used, and any possible barriers to doing so, are discussed. In addition, teaching the history of mathematics is viewed in relation to both theoretical learning perspectives and gender equality. The methods used in the work consist, partly of a qualitative survey based on questionnaires addressed to some teachers and students, and partly from a literature comparison between four of the most commonly used school book series in mathematics on the Swedish literature market. The literature study is based on both a quantitative and a hermeneutic approach where both the amount of historical content and the meaning of the texts are studied and interpreted based on the way in which they were presented. The result of the study shows that teaching history of mathematics is prioritized relatively different among the teachers, and it is given essentially low priority when it competes against subjects like arithmetics, algebra, geometry, and others. Furthermore, the interest is shown to be limited by most of the students. On the other hand, a somewhat greater interest is noted among the teachers, although in relatively high proportion they themselves lack education in the history of mathematics. The study also shows that there are significant differences in how the school book writers look at the students' need for mathematics-historical content, not least between the a-, b- and c-tracks of the mathematics courses. Even the way in which the mathematics-historical content is presented differs substantially between the studied textbook series.
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Vong, Trung. "A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6378.
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The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students.
Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.Ed.D.
Doctorate
Education and Human Performance
Education
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Prows, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
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Moran, Renee Rice. "The Application of Non-Fiction Literature in the K-5 Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3623.
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Mathews, Elizabeth Leigh. "Improving a Second Grade Student's Number Sense: An Instructional Intervention." MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04082007-162641/.
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The purpose of this qualitative case study was to help a second grade student, who struggled with mathematics but excelled in reading, to develop a conceptual understanding of number sense, using a teacher researcher-created intervention. The five-step, one-on-one intervention included the following: (1) use trade books to build mathematical knowledge and vocabulary (2) teacher modeling of concepts, (3) guided practice with manipulatives, (4) review using games and a ?Fact Pack?, and (5) journal writing to explain concepts. The Early Mathematics Assessment-3 (TEMA-3) was used as a pre- and post-test assessment the student?s mathematical knowledge. Other data included transcriptions of audio taped intervention sessions, notes from video-taped intervention sessions, fieldnotes, and artifacts from the classroom and intervention sessions. Data sources were triangulated. On the TEMA-3 Pretest, the student scored at the first grade, fourth month (1.4) level. After 13 Lessons covered in 22 sessions (approximately 11 hours of one-on-one instruction), the student scored at the second grade, second month (2.2) level. She also scored Proficient on the state curriculum test in mathematics. Four aspects of the intervention seem to help the student most in her development of number sense. They included the use of (1) a number line; (2) a number structure, which visually depicted the value of numbers; (3) trade books to provide an anchor for each skill and a memorable context; and (4) journaling. In addition, the data revealed that once the student understood the concept of ten?s and one?s, her ability to count and add extended to include numbers 1 to 100. Recommendations for students who excel in reading and writing, but struggle with mathematics, include the following: the use of trade books and writing may help them better understand mathematics concepts; review of mathematical concepts through enjoyable, meaningful games and the use of a Fact Pack are useful; the use a horizontal number line and number structure, which is consistent with left-to-right directionality of reading and writing, may help students better understand the concepts of more, less, before, and after; and consistent use of vocabulary during instruction may help students better understand number concepts.
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Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.
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Araújo, João Eduardo Farias de. "As cidades, os castelos e a onda: diálogos interdisciplinares em Calvino, Escher e Bohr." Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/17295.
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Realizamos um exercício no contexto da interdisciplinaridade, cujos objetos de estudo são os livros As Cidades Invisíveis e o Castelo dos Destinos Cruzados, de Italo Calvino, a litografia Relativity de Mauritis Escher e a Teoria Quântica Ortodoxa, cujo pensamento deve-se ao físico Niels Bohr. A nossa releitura se inicia numa abordagem lógico-estrutural físico-matemática. Através da desconstrução das obras, propomos matrizes matemáticas, grafos, fractais, o caos e noções de planos gravitacionais para interpretar e rever os objetos artístico-literários. No caso da Teoria Quântica, a intenção foi inverter o processo: reler a Ciência a partir das Artes. Alcançamos uma compreensão transdisciplinar, apoiando-nos numa parte da crítica atual, segundo a Teoria Literária Contemporânea e a Epistemologia. Ponderando nosso discurso homogeneamente, na combinação, convergência e fusão conceitual, atingimos noções abrangentes, como a dos planos relativos, que se aplica na formação de uma unidade entre o ficcional, o pictórico e o científico presente neste trabalho. /ABSTRACT - This thesis's objective is to perform an interdisciplinary exercise, whose object of analysis are the fictions Le città invisibili (1972) and Il castello dei destini incrociati (1973) by Italo Calvino, the lithography Relativity (1953) by Mauritis Escher and Quantum Mechanics by the physist Niels Bohr. Our rereading is focused on a logical-organic-physist-mathematical approach. By analyzing each book we propose mathematics matrices, graph theory, fractals, chaos theory and gravitational layouts for interpreting and overhaul the artistic and literary objects. Regarding Quantum Theory we reread science taking as startup Arts. We manage an interdisciplinary theory by supporting criticism accordingly to both Contemporary Theory of Literature and Epistemology. Looking homogeneously to our speech as concept combining, converging and fusing we achieve variously notions such as the relative approach which applies to the formation of a fictional, pictorial and scientific unity in this thesis.
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Duro, Ana Cláudia Mendes. "Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: a literatura infantil como contexto para a aprendizagem da matemática." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17657.
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O presente relatório de estágio traduz a investigação feita ao longo das unidades curriculares de Prática de Ensino Supervisionada, que se realizaram em dois semestres
consecutivos, um deles no contexto de Educação Pré-Escolar e outro no contexto de 1.º Ciclo do Ensino Básico. Esta investigação foi realizada através do estudo teórico e intervenções desenvolvidas nos contextos referidos, perspetivadas em função da observação das necessidades das crianças/alunos e dos interesses de investigação, tendo como foco as conexões entre literatura infantil e a Matemática.
Os objetivos desta investigação, na qual se perspetiva o conhecimento de uma forma global e não espartilhado em domínios estaques, são compreender como é que a literatura infantil pode contribuir para as aprendizagens matemáticas e, também, de como a Matemática pode contribuir para uma melhor e mais completa relação dos alunos com a literatura. Para tal, explora-se de que modo se pode retirar da literatura
infantil elementos matemáticos, promove-se a utilização de histórias que permitam explorar o domínio da Matemática, proporciona-se diferentes formas de exploração de histórias na vertente matemática e realiza-se atividades matemáticas a partir de histórias infantis.
A investigação apoiou-se na recolha e analise de dados relativos ao trabalho realizado ao nível da literatura infantil como contexto para a aprendizagem da Matemática desenvolvidos nos contextos de, Pré-Escolar e 1.º Ciclo do Ensino Básico. A análise dos dados teve como horizonte os objetivos referidos, assim como, os modelos teóricos que sustentaram a referida investigação. Esta investigação permite confirmar que a Matemática não é só uma área restrita, mas sim uma área transversal que quando bem pensada e trabalhada beneficia em todos os aspetos a aprendizagem da Matemática no Pré-Escolar e no 1.º Ciclo do Ensino Básico; Supervised Teaching Practice in Pre-School Education and the 1st Cycle of basic
education: The children's literature as a context for learning mathematics
ABSTRACT:
This internship report reflects the research done over the course units of
Supervised Teaching Practice, held on two consecutive semesters, one of them in the
context of Preschool education and another in the context of 1st cycle of basic education. This research was carried out through theoretical study and interventions
developed in the contexts mentioned, envisioned due to the observation of the needs of
children/students and research interests, focusing on the connections between children’s literature and mathematics.
The objectives of this research, in which prospective knowledge on a global basis
and not restricted to self-contained areas, are to understand how children's literature can
contribute to mathematics learning and also how mathematics can contribute to a better,
more complete relation of students with literature. To this end, we explore how we can
remove from children's literature mathematical elements, promote the use of stories to
exploit the domain of mathematics, provide different forms of exploitation of stories in
the mathematical aspects and carry out mathematical activities from children's stories.
The investigation relied on the collection and analysis of data relating to the work done at the level of children's literature as a context for learning mathematics developed in Preschool and 1st cycle of Basic Education contexts. Data analysis had as its horizon the objectives referred, as well as the theoretical models that supported such research.
This research allows us to confirm that mathematics is not only a restricted area, but a
cross-sectional area when well thought out and worked benefits in all aspects of
mathematics learning in pre-school and 1st cycle of basic education.
This research allows you to confirm that mathematics is not only a restricted area, but a cross-sectional area
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Price, Jamie, and Laura Robertson. "Project-based Learning in the Middle School Classroom: An Integration of Science, Math, and Literacy Aligned to State Standards." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1317.
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For this session, we will higlight project-based learning (PBL) as a method for integrating science, math, and literacy while addressing state curriculum standards for each subject area. PBLs prompt students to interact with science, math, and literacy in a way that enhances the connection between all three subject areas and provides a real-world context for learning. In this session, we will provide ideas and strategies to begin developing PBLs for your classroom and share example PBLs that integrate math, science, and literacy at the middle school level.
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Dhia, Peter Heba. "Tjugofyra är lika med fyra tjugo : En kvalitativ studie om matematik-och språklärares uppfattningar om matematikundervisning på ett främmande språk." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49182.
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Syftet med detta arbete är att beskriva uppfattningarna hos fyra gymnasielärare avseende undervisning i matematik på för ett eleverna annat språk än deras modersmål. Denna kvalitativa studie har genomförts med fyra semistrukturerade intervjuer som datainsamlingsmetod, två intervjuer med matematiklärare, en intervju med en språklärare och en intervju med en språk- och matematiklärare. Intervjuernas fokus låg på lärarnas upplevda möjligheter och utmaningar samt undervisningsstrategier i en flerspråkig matematikundervisning. Resultatet visade att lärarna är språkligt medvetna, att de förstod vad i språket som kan framstå som svårt allt från vardagsbegrepp till grammatik. Resultatet visade även att lärarna ofta stöter på olika språkliga utmaningar i undervisningen, som elevernas läs och skrivsvårigheter och begreppsförståelse. Dock menar lärarna att man genom fortbildning och samarbete mellan språk- och matematiklärarna kan överkomma utmaningarna som kan förekomma, och få lärdom över vilka språkliga strategier som är gynnsamma att använda och varför.This study aims at describing the views of mathematics and language teachers regarding teaching mathematics in a language that is not students’ native language. The data were collected through four semi-structured interviews, with two mathematics teachers, one language teacher and one language and mathematics teacher. The interviews took 30 minutes to complete. The interviews were focused on the opportunities and challenges, as well as teaching strategies that teachers encounter in multilingual mathematics education. The results of this study showed that teachers are linguistically aware, that they understand what in the language can be considered difficult. The results also showed that teachers often encounter different linguist challenges in teaching, such as student’s reading and writing difficulties and conceptual understanding. They, however, had difficulties knowing what strategies and methods were most useful to use to facilitate the use of language in mathematics. Nevertheless, through continuing education and collaboration with the language teachers, they can work out the challenges that occurred, and learn about which linguistic strategies are most beneficial to use and why.
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Nordenfors, Oskar. "A Literature Study Concerning Generalization Error Bounds for Neural Networks via Rademacher Complexity." Thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184487.
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In this essay some fundamental results from the theory of machine learning and neural networks are presented, with the goal of finally discussing bounds on the generalization error of neural networks, via Rademacher complexity.I denna uppsats presenteras några grundläggande resultat från teorin kring maskininlärning och neurala nätverk, med målet att slutligen diskutera övre begräsningar på generaliseringsfelet hos neurala nätverk, via Rademachers komplexitet.
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Sandberg, Ylva. "Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159542.
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This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses. In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode. The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding. The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.At the time of the licentiate defense, the following paper was unpublished and had a status as follows: Paper 2: In press.
Content and Language Integration in Swedish Schools (CLISS)
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Olsson, Carl. "Problemlösning - det pumpande hjärtat inom matematiken. : En litteraturstudie om problemlösning inom matematikundervisning." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33563.
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Trots att problemlösning beskrivs som själva hjärtat inom matematiken, och som något önskvärt av både lärare och elever, har problemlösning ofta en liten plats i svensk matematikundervisning. Istället har rutinuppgifter haft en framträdande roll, inom en ofta läroboksorienterad undervisning. Syftet med denna litteraturstudie är att beskriva hur matematiklärare kan genomföra matematikundervisning där problemlösning ingår. Detta syfte nås genom systematiska litteratursökningar för att samla forskning inom det gällande forskningsläget. De framträdande resultaten för denna litteraturstudie visar på hur lärare använder sig av sex olika didaktiska strategier vid matematikundervisning där problemlösning ingår. De sex olika didaktiska strategierna är att läraren skapar en tydlig lektionsstruktur, antar en aktiv lärarroll, gör undervisningen motivationsskapande, använder sig av språket som en påverkande faktor, anpassar kontexten i uppgifterna och är medveten om elevers kognitiva resurser. Fortsatt forskning på området bör undersöka vilket utrymme problemlösning bör få i matematikundervisning, jämfört med till exempel rutinuppgifter.
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Evans, Karen Lenore. "MAKING THE DETECTIVE: EXAMINING THE INFLUENCES THAT SHAPED EDGAR ALLAN POE'S DUPIN TRILOGY." Ohio Dominican University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=odu1507657582072463.
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Feldman, Lee. "Player-Response on the Nature of Interactive Narratives as Literature." Thesis, Chapman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822281.
Full textAbstract:
In recent years, having evolved beyond solely play-based interactions, it is now possible to analyze video games alongside other narrative forms, such as novels and films. Video games now involve rich stories that require input and interaction on behalf of the player. This level of agency likens video games to a kind of modern hypertext, networking and weaving various narrative threads together, something which traditional modes of media lack. When examined from the lens of reader-response criticism, this interaction deepens even further, acknowledging the player’s experience as a valid interpretation of a video game’s plot. The wide freedom of choice available to players, in terms of both play and story, in 2007’s Mass Effect, along with its critical reception, represents a turning point in the study of video games as literature, exemplifying the necessity for player input in undergoing a narrative-filled journey. Active participation and non-linear storytelling, typified through gaming, are major steps in the next the evolution of narrative techniques, which requires the broadening of literary criticism to incorporate this new development.