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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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Khan, Shereen Alima. "Mathematics proficiency of primary school students in Trinidad and Tobago." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256768.
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To address the problem of underperformance in mathematics, Trinidad & Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky’s notion that instruction can be improved by teaching within the child’s Zone of Proximal Development, this study devised a model, incorporating the principle of assessment for learning to provide feedback on student performance.
Data from the 2015 mathematics (Standard 3) national test was analysed to describe the proficiencies of students within each of four performance levels. Using a mixed methods design, a sample of 180 scripts was analysed to determine content-specific proficiencies. These were categorised into (i) what students know and can do (Zone of Achieved Development), (ii) what they can do with help (Zone of Proximal Development) and (iii) what they cannot do.
The findings indicated that students in the lower performing groups had deficiencies in reading and comprehension skills and this impacted on their mathematics performance. Division and multiplication algorithms posed difficulties for these students. Performance in measurement was poor, with only the top performing group demonstrating proficiency in this strand. Items requiring higher order thinking were challenging for all students. Inability to carry out mathematical modeling prevented students from obtaining correct answers to questions covering almost half of the test.
A key recommendation is that teachers be given support in planning and instructional strategies to cater for all learners. Intense, ongoing professional development, targeting problem solving, mathematical modeling, and teaching algorithms was recommended. To enable learners to experience more depth and less breadth in achieving competence in measurement, reform in curricula demands, assessment techniques and instructional strategies was suggested.
The study also called for re-conceptualising the design and implementation of national assessment. Such approaches should incorporate models that provide feedback on all curricula outcomes on a continuous basis, and empower teachers to analyse classroom data so as to diagnose student deficiencies.
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Aldrich, Rachel Renkel. "Fraction Proficiency in Adult Students and Their Success in Algebra." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693.
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Campbell, Jennifer. "Correlation Between Piagetian Theory of Cognitive Development and College Mathematics Proficiency." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407840377.
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Deubel, Patricia M. "Mathematics Software and Achievement on the Ohio Ninth Grade Proficiency Test." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/485.
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Mathematics has been the most difficult part of the Ohio Ninth Grade Proficiency Test (ONGPT) for students to pass. Although the current test measures achievement of basic skills that should have been acquired during the K-8 experience, students, for the most part, have not mastered objectives tested on the exam to the degree needed to pass. At the present time there is no general consensus or recommendations among schools within the Ohio Department of Education's Urban Schools Initiative about the use and effectiveness of software to help students pass that test. This dissertation examined that issue. Grade 8 mathematics, special education, and proficiency intervention teachers (N =113) in 35 middle schools across 13 mid-sized districts in the Urban Schools Initiative were surveyed. The survey addressed teacher beliefs on individual and organizational factors related to class time software use, what software was used, how it was used, and software's instructional and technical merit for proficiency test preparation. Research on standardized exams and the ONGPT, mathematics achievement and educational technology, learning from software, and factors relating to teacher technology beliefs and use supported the design of the survey instrument and shed light on expected outcomes of the study.
Results indicated that administrative support, teacher instructional style, their perceived priority of learning about computers and software, computer availability and access, technical assistance, and software quality were significant factors affecting teachers' decisions to use technology in their instruction. The occasional use of software during class time had a significant negative impact on students passing the test. Software's impact on passing the test was positively significant for students who had not used software during c1asstime, but had used it in a proficiency intervention class that met in addition to their regular math class.
The study includes information for over 50 mathematics software titles and determined guidelines for valuable software. Implications of results are discussed.
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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.
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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
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Stryk, Diane Marie. "Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6133.
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Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (β = .024, Exp(β) = 1.024, p < .0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit.
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Stephanus, Gervasius Hivengwa. "Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013012.
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Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning mathematics. This qualitative case study aimed to explore and analyse selected effective mathematics teachers' proficiency in the area of geometry in five secondary schools in five different Namibia educational regions. The sample was purposefully selected and comprised five mathematics teachers, identified locally as being effective practitioners by their peers, Education Ministry officials and the staff of the University of Namibia (UNAM). The schools where the selected teachers taught were all high performing Namibian schools in terms of students' mathematics performance in the annual national examinations. The general picture of students' poor performance in mathematics in Namibia is no different to other sub-Saharan countries and it is the teachers who unfortunately bear the brunt of the criticism. There are, however, beacons of excellence in Namibia and these often go unnoticed and are seldom written about. It is the purpose of this study to focus on these high achievers and analyse the practices of these teachers so that the rest of Namibia can learn from their practices and experience what is possible in the Namibian context. The mathematical content and context focus of this study was geometry. This qualitative study adopted a multiple case study approach and was framed within an interpretive paradigm. The data were collected through individual questionnaires, classroom lesson observations and in-depth open-ended and semi-structured interviews with the participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions. An adapted framework based on the Kilpatrick, Swafford and Findell's (2001) five strands of teaching for MP was developed as a conceptual and analytical lens to analyse the selected teachers' practice. The developed coding and the descriptive narrative vignettes of their teaching enabled a qualitative analysis of what teachers said contributed to their effectiveness and how they developed MP in students. An enactivist theoretical lens was used to complement the Kilpatrick et al.'s (2001) analytical framework. This enabled a deeper analysis of teacher teaching practice in terms of their embodied mathematical knowledge, actions and interactions with students. procedural fluency (PF) and productive disposition (PD), were addressed regularly by all five participating teachers. Evidence of addressing either the development of students' strategic competence (SC) or adaptive reasoning (AR) appeared rarely. Of particular interest in this study was that the strand of PD was the glue that held the other four strands of MP together. PD was manifested in many different ways in varying degrees. PD was characterised by a high level of content knowledge, rich personal experience, sustained commitment, effective and careful preparation for lessons, high expectations of themselves and learners, collegiality, passion for mathematics and an excellent work ethic. In addition, the teachers' geometry teaching practices were characterised by making use of real-world connections, manipulatives and representations, encouraging a collaborative approach and working together to show that geometry constituted a bridge between the concrete and abstract. The findings of the study have led me, the author, to suggest a ten (10) principles framework and seven (7) key interrelated factors for effective teaching, as a practical guide for teachers. This study argues that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick et al.'s (2001) model and the four concepts of autopoesis, co-emergence, structural determinism and embodiment of the enactivist approach. The study concludes with recommendations for effective pedagogical practices in the teaching of geometry, and opportunities for further research.
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Byrnes, Scott WIlliam. "Assimilative domain proficiency and performance in chemistry coursework." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/735.
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The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities -- visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains - Converging, Accommodating, Diverging, and Assimilating - to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental one-group pretest-posttest study was used to test the hypothesis that modifying a high school chemistry curriculum to accentuate a student's learning preference would result in a shift towards the Assimilative domain on the KLSI and if there was a correlation between the improvement in student learning and a shift towards the KLSI Assimilating domain. Forty-two high school students were issued the VAK and provided with differentiated instruction via homologous cooperative learning groups. Pre- and post-KLSI and chemistry concepts tests were administered. T test analyses showed no significant shift towards the Assimilating domain. Further Pearson's r analyses showed no significant correlation between the KLSI and exam scores. This study contributes to social change by providing empirical evidence related to the effectiveness infusing learning styles into the science curriculum and the integration of the KLSI to monitor cognitive development as tools in raising standardized test scores and enhancing academic achievement. Results from the study can also inform future research into learning styles through their incorporation into the science curriculum.
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Qwillbard, Tony. "Less information, more thinking : How attentional behavior predicts learning in mathematics." Thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100999.
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It has been shown in experiments that a method of teaching where students are encouraged to create their own solution methods to mathematical problems (creative mathematically founded reasoning, CMR) results in better learning and proficiency than one where students are provided with solution methods for them to practice by repetition (algorithmic reasoning, AR). The present study investigated whether students in an AR practice condition pay less attention to information relevant for mathematical problem solving than students in a CMR condition. To test this, attentional behavior during practice was measured using eye-tracking equipment. These measurements were then associated with task proficiency in a follow-up test one week after the practice session. The findings support the theory and confirm previous studies in that CMR leads to better task performance in the follow-up test. The findings also suggest that students within the CMR condition whom focus less on extraneous information perform better.Experiment har visat att en undervisningsmetod i vilken elever uppmuntras att själva komma på lösningsmetoder till matematiska problem (creative mathematically founded reasoning, CMR) resulterar i bättre inlärning och färdighet än en metod i vilken eleverna ges en färdig en lösningsmetod att öva på genom repetition (algorithmic reasoning, AR). Denna studie undersöker om elever under en AR-träningsbetingelse ägnar mindre uppmärksamhet åt information som är relevant för matematisk problemlösning än vad elever under en CMR-träningsbetingelse gör. För att testa detta mättes elevernas uppmärksamhetsbeteende under träning med hjälp av ögonrörelsekamera. Måtten ställdes sedan i relation till uppgiftsfärdighet i ett uppföljningstest en vecka efter träningssessionen. Resultaten stödjer teorin och bekräftar tidigare studier som visat att CMR leder till bättre prestation i uppföljningstestet. Resultaten tyder även på att de elever under CMR-betingelsen som fokuserar minst på ovidkommande information presterar bättre.
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Lattimore, Randy. "Assessing the mathematical competence of African American tenth graders in preparation for a mathematics proficiency test : a qualitative study /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589974402.
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Regan, Blake B. "The Relationship Between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1323722647.
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Braddock, Stacey. "Developing fourth graders' proficiency in basic multiplication facts through strategy instruction." Master's thesis, Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003023.
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Driana, Elin. "GENDER DIFFERENTIAL ITEM FUNCTIONING ON A NINTH-GRADE MATHEMATICS PROFICIENCY TEST IN APPALACHIAN OHIO." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1181693190.
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Sitomer, Ann. "Adult Returning Students and Proportional Reasoning| Rich Experience and Emerging Mathematical Proficiency." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627775.
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This study explores adult returning students' mathematical experience and ways of thinking prior to enrolling in a community college arithmetic review course. It further examines one student's experience of the course. The first part of the study documents everyday activities adult students perceive as mathematical using Bishop's pan-cultural mathematical activities (Bishop, 1994), and queries students' prior experience with mathematics in school. The second part examines students' ways of thinking about proportion prior to instruction, using a framework developed from previous research (e.g., Lamon, 1993). The third part of the study examines the interaction between informal ways of thinking about mathematics that adult students bring to school and the mathematics they encounter in the classroom. Findings include: (1) Adult students view a variety of activities from their everyday lives as mathematical, (2) adult students' reasoning about proportional situations varies along a developmental trajectory described in previous research on proportional reasoning conducted with younger students, and (3) one student's experience in the arithmetic review course illustrates that she typically suppressed contextual ways of reasoning about problems she brought to the course and, when she did share prior experience, it was not leveraged to support the development of her and other students' mathematical understanding. These findings suggest that adult students' experience of everyday mathematics and ways of thinking about proportion should be the foundation that support students as they build upon informal ways of thinking toward the more formal ways of reasoning expected in school.
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Norqvist, Mathias. "On Mathematical Reasoning : being told or finding out." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124677.
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School-mathematics has been shown to mainly comprise rote-learning of procedures where the considerations of intrinsic mathematical properties are scarce. At the same time theories and syllabi emphasize competencies like problem solving and reasoning. This thesis will therefore concern how task design can influence the reasoning that students apply when solving tasks, and how the reasoning during practice is associated to students’ results, cognitive capacity, and brain activity. In studies 1-3, we examine the efficiency of different types of reasoning (i.e., algorithmic reasoning (AR) or creative mathematically founded reasoning (CMR)) in between-groups designs. We use mathematics grade, gender, and cognitive capacity as matching variables to get similar groups. We let the groups practice 14 different solution methods with tasks designed to promote either AR or CMR, and after one week the students are tested on the practiced solution methods. In study 3 the students did the test in and fMRI-scanner to study if the differing practice would yield any lasting differences in brain activation. Study 4 had a different approach and focused details in students’ reasoning when working on teacher constructed tasks in an ordinary classroom environment. Here we utilized audio-recordings of students’ solving tasks, together with interviews with teachers and students to unravel the reasoning sequences that students embark on. The turning points where the students switch subtask and the reasoning between these points were characterized and visualized. The behavioral results suggest that CMR is more efficient than AR, and also less dependent on cognitive capacity during the test. The latter is confirmed by fMRI, which showed that AR had higher activation than CMR in areas connected to memory retrieval and working memory. The behavioral result also suggested that CMR is more beneficial for cognitively less proficient students than for the high achievers. Also, task design is essential for both students’ choice of reasoning and task progression. The findings suggest that: 1) since CMR is more efficient than AR, students need to encounter more CMR, both during task solving and in teacher presentation, 2) cognitive capacity is important but depending on task design, cognitive strain will be more or less high during test situations, 3) although AR-tasks does not prohibit the use of CMR they make it less likely to occur. Since CMR-tasks can emphasize important mathematical properties, are more efficient than AR- tasks, and more beneficial for less cognitively proficient students, promoting CMR can be essential if we want students to become mathematically literate.
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Hebe, Gasenakeletso Ennie. "Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.
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Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
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Hulse, Taylyn. "Graspable Math K-12: Perspectives and Design for Formative Assessment of Mathematical Proficiency with Learning Technologies." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1280.
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This thesis grounds the design of learning technologies in cognitive learning theory to explore deeper formative measurement of the learning process. This work implements Graspable Math (GM; Ottmar, Landy, Weitnauer, Goldstone, 2015), a dynamic learning technology that has been designed using perceptual-motor learning theory, which has been shown to have a strong connection to mathematical reasoning (Kirshner, 1989; Kellman, Massey, & Son, 2010; Goldstone, Landy, & Son, 2010). With this dynamic mathematics learning technology, we can measure the algebraic problem solving process in ways that are not possible with pencil and paper or other more traditional learning technologies. By collecting this data, this research will explore how to move beyond traditional correctness-based assessment and design more formative measures of the learning process. This work provides a rich perspective on the evolution of research on mathematical proficiency, how this research is applied in practice, and an in-depth example of how one technology-based learning environment has been developed to measure mathematical proficiency. This work has three main objectives: 1) develop a theoretical framework to assess mathematical proficiency within GM, 2) explore GM-based measures of mathematical proficiency across K-12 populations, and 3) design GM-based tools that are grounded in theory on mathematical proficiency. This work first presents a conceptual model that maps student behavior data measured through GM onto the five theoretical strands of mathematical proficiency as defined by the National Research Council’s 2001 publication, Adding it Up. The first study reveals underlying constructs in Elementary student data and suggests there is an added benefit of including these formative measures within predictive models. Above and beyond background characteristics and summative measures of knowledge, formative measures of the learning process revealed subtle interactions based on student behaviors and prior knowledge. These constructs also show potential in mapping onto certain strands of mathematical proficiency. The second study compares underlying constructs within Elementary data to High School data using exploratory factor analysis and finds similar factors across both populations. These results suggest that certain constructs may underlie different age groups and have the potential to be used as measures of mathematical proficiency. While the first two sections describe the definition and measurement of mathematical proficiency within GM, the final section explores the implementation of these measures within the design process of new GM-based activities for students and tools for teachers. Ultimately, the goal of this work is to serve as an example method for other researchers, educators, and designers to move beyond summative measures of assessment and enhance the formative assessment capabilities of learning technologies by grounding measures in theories of learning.
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AULT, MARK CHARLES. "THE EFFECTS OF A STANDARDS-BASED MATHEMATICS PROGRAM ON STUDENT ACHIEVEMENT AT A SUBURBAN PUBLIC MIDDLE SCHOOL IN THE MIDWEST." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1145582253.
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Özalp, Dilek. "Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5388.
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In 2012, National Research Council published a new science education framework that explains the science practices and its importance in understanding the process of knowledge development. The students were expected to engage in all the practices by grade 12. All science teachers need some kind of support to improve their understandings of these science practices (NRC, 2012). An important key component of engaging teachers in scientific investigations is to have the teacher participate in a research laboratory experience (NRC, 1996). Research Experiences for Teachers programs (RET) serve as a promising form of professional development to achieve this goal. These programs allow teachers to experience scientific inquiry.
The context of the study was a Research Experiences for Teachers (RET) program supported by National Science Foundation It was located in an United States university Environmental Engineering program. There were five preservice and ten inservice teachers in this research. In addition, there were six professors and eight graduate students who served as mentors. Each teacher worked with a specific professor and graduate student mentor in their research projects that are related to the management of the nitrogen cycle, provision of clean water, or urban infrastructure improvement. Also, four professors from engineering and science programs were interviewed to find out what each science practice means to them. The research design of this study was mixed methods that combined quantitative and qualitative research approaches into a single study. In this study, two teachers were selected for the case study based on their experiences and improvements. The study utilized different data sources such as surveys, interviews, observations, and documents. Each research question was addressed based on the results of overall analysis of all the teachers, as well as the results of each case. To find out whether there was a statistically significant difference between the pre-, mid-, and post teacher surveys, repeated measures ANOVA was used for each item. In addition, for the items that showed a statistical difference a Tukey test was conducted to find -which surveys -were significantly different from each other. Also, partial eta squared effect size was calculated for each item. Professor and graduate students' surveys were analyzed by a repeated measures ANOVA and Tukey tests. All interviews were transcribed by the researcher. The data from the interviews were coded and analyzed using a qualitative analysis software. In order to analyze the data in the observations, coding of the qualitative data procedure was employed. The teachers' poster presentations were evaluated by using the researcher-created rubric that has the criteria for each expected part of the poster presentation.
The findings of this research suggest that teachers have naive understandings of science practices before they participate in an RET program because they do not have opportunities to learn what those practices mean. The findings also suggest that the teachers still have naive understandings after they participate in an RET program. This is a very important contribution to the literature, in that it is difficult for the teachers to teach those practices in their classrooms if they do not have complete and appropriate understandings of what those practices actually mean. The findings also indicated that teachers' participation in the RET program helped them to improve their abilities to engage in science practices but they need more experience, knowledge, and abilities to engage in the specific practices where they had least improvements. The analysis also indicated that the teachers who actively engaged in the science practices, had productive discussions with the graduate student mentors and participated the quick lessons they gave, read the literature for their research, used new techniques and methods, and participated in the research group meetings improved more on the abilities of engaging in science practices compared to the teachers who did not have the opportunity to participate in the practices because of the structure of their projects, had low interest, and received most of the information directly from the graduate students.
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Son, Elena. "Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students| Their Relationships with English Reading and Native Language Proficiency." Thesis, University of Southern California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014546.
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The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a substantial body of research on this group of students, there remain unresolved questions around the role of linguistic factors, affective variables, and prior achievement. In light of this concern, the purpose of the study was two-fold. One was to examine the moderating role of first language (L1) proficiency on the effects of language minority (LM) status in English reading. The second was to investigate the mediating roles of English reading and math achievement in the relationship between such interaction and math self-efficacy. The study was a secondary analysis of the Education Longitudinal Study (ELS 2002, n =16,110). Using a multilevel SEM analysis the study did not find support for the moderating role of L1 proficiency. However, English reading and math achievement mediated the relationship between LM status and math self-efficacy. These findings provide further knowledge for the development of targeted interventions that aim at increasing the preparation and participation of linguistically and ethnically diverse students in STEM fields.
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Chandler, Donald Geoffrey. "A content analysis of mathematics textbooks for grades one through eight to determine the match to the Ohio ninth grade proficiency test." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243365555.
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Roux, Annalie. "Die invloed van taalvaardigheid op die meetkundedenke van graad 8 en 9 leerders / Annalie Roux." Thesis, North-West University, 2004. http://hdl.handle.net/10394/4482.
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Many authors have expressed concern regarding the extent of underachievement in mathematics. The role of language proficiency as a causal factor in this underachievement has been neglected. Researchers found sufficient evidence to conclude that language proficiency is related to mathematics achievement. In mathematics, symbolic language fills a dual role: It serves as an instrument of communication and as an instrument of thought by making the representation of mathematical concepts, structures and relationships possible (Esty & Teppo, 1996:45). According to Van Hiele (1988:5), language structure is a critical factor in the progression through the Van Hiele levels from the visual, concrete structures to the abstract structures. In this study, the influence of language proficiency on geometric thinking is investigated. 152 grade 8 and 9 learners completed two tests each. One test measured language proficiency in the learners' mother tongue. The second is a geometric test based on a Mayberry-type Van Hiele test for assessing learners' geometric thinking levels. Language proficiency was taken as the independent variable, and geometric thinking as the dependent variable. In the analysis of the results, the top 25 % and bottom 25% performers in the language proficiency test were chosen. Cohen's (1988) d-value was used to determine if there was a practical significant difference in the performance of the more proficient language learners and the less proficient language learners with respect to each of the first three Van Hiele levels. Results showed a practical significant difference between the performance of the more proficient language learners and the less proficient language learners with respect to each of the first three Van Hiele levels, but also with respect to the geometry test as a whole. In particular, two aspects of language proficiency, namely reading comprehension and vocabulary, appeared to be very strong predictors for geometric thinking on the first three Van Hiele levels
(d ≥ 0,8). Key terms for indexing: geometry, geometry learning, mathematics learning, geometric thinking, language, language proficiency, geometry and language, mathematics and language.Thesis (M.Sc. (Education)--North-West University, Potchefstroom Campus, 2004.
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Lee, Mandy, and M. Schäfer. "An action research study of the growth and development of teacher proficiency in mathematics in the intermediate phase - an enactivist perspective. Work-in-progress." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82652.
Full text
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Vorster, Johanna Alida. "The influence of terminology and support materials in the main language on the conceptualisation of geometry learners with limited English proficiency / J.A. Vorster." Thesis, North-West University, 2005. http://hdl.handle.net/10394/601.
Full textAbstract:
Learners in South Africa underachieve in Mathematics. Amidst many other factors
that influence the Mathematics scenario in South African schools, one major aspect
of the Mathematics classroom culture is the Language of Learning and Teaching
(LoLT). For many learners the LoLT, namely English, is not their main language. The
question arises of whether Setswana learners with Limited English Proficiency (LEP)
are disadvantaged because the LoLT is English and if so, what could be done about
it.
The interaction between language and thought is discussed against the background
of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network
Theory of Learning. From this study the importance of language for conceptualisation
becomes clear, especially that of the mother tongue. The circle is then narrowed
down to take a look at the vital part that language plays in Mathematics and the
problems that exist for the learner when negotiating meaning during the journey
between natural language and the mathematical register.
Focusing on the situation of the Setswana Mathematics learner with English as LoLT,
the views of parents and teachers come under scrutiny as well as government
policies regarding the LoLT. The techniques and strategies of teachers in the English
Second Language Mathematics classrooms (ESL-classrooms) are investigated. In
this regard code-switching is of importance and is discussed extensively.
These theoretical investigations led to an empirical study. Firstly, a quantitative study
was undertaken by means of a survey to investigate the language situation in
schools where Setswana is the main language. Furthermore, the views of those
teachers, who teach Setswana learners with English as LoLT, on how English as
LoLT influences Setswana Mathematics learners' conceptualisation were
investigated. A sample of 218 teachers in the North-West Province of South Africa
was used in this survey. A complex language situation crystallises where no one-dimensional
answer can be recommended. Code-switching has clearly made large
inroads into the Mathematics classroom, but teachers' views on the expediency of
using Setswana, especially for formal notes, terminology and tests, vary
considerably.
Secondly, a qualitative study was undertaken in two schools. The study investigated
the possibility that notes in Setswana as well as in English, and the aid of an
English/Setswana glossary of Mathematical terminology in daily tasks as well as in
tests, would be of value to learners. It was clear from the sample that the new
terminology is difficult for the teachers in question because they are used to the
English terminology. Some learners also find the Setswana terminology difficult.
However, the learners experience the use of the Setswana in the notes positively. It
was clear from the interviews with the learners that by far the most of the learners in
the sample felt that the Setswana/English notes as well as the glossary helped them
to understand better. The learners oscillate between English and Setswana to
understand the explanation given or the question asked. Most of the learners are of
opinion that tests where questions are asked in both languages contribute to a better
comprehension of what is asked. They also experience the glossary of
English/Setswana terminology supplied in the test as an important aid.
Recommendations comprise that the Setswana Mathematics register should be
expanded and final examinations set in both Setswana and English. Furthermore,
teachers should be educated to use new terminology effectively as a scaffold to
ensure adequate conceptualisation, as well as to manage code-switching in a
structured way.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Henry, Joye. "Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5474.
Full textAbstract:
Walden University
College of Education
This is to certify that the doctoral study by
Joye Elfreda Henry
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.
Review Committee
Dr. Gloria Jacobs, Committee Chairperson, Education Faculty
Dr. Jerita Whaley, Committee Member, Education Faculty
Dr. Mark Earley, University Reviewer, Education Faculty
Chief Academic Officer
Eric Riedel, Ph.D.
Walden University
2018
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DeSantis, Whitney. "Evaluation of a Goal Setting Intervention with Grades 3-5 Military Dependent Students Targeting Math Proficiency." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2479.
Full textAbstract:
As military dependent students relocate, they enroll in multiple schools throughout their K-12 experience. Frequent mobility can create gaps in achievement. The challenge in the local setting is meeting the needs of military dependent students scoring below grade level standards in math. The purpose of the formative evaluation was to determine the effectiveness of the Personalized Education Plan (PEP) program and propose refinements. The conceptual framework included goal setting, motivation, engagement, and self-regulation. The concurrent multi-methods study included a central research question on whether a PEP increased student math scores. Questions about student motivation, engagement, self-regulation, and goal setting followed. Eighteen out of 30 teachers from 2 schools completed an online questionnaire about the PEP program and impact on students. Measures of Academic Performance (MAP) math scores were collected on all students. Quantitative data analysis included a paired samples t test which showed a statistically significant (p <.001) increase between math scores before and after implementation of the PEP. An independent samples t test showed military dependent student scores were slightly higher than for nonmilitary students, but not statistically significant (p > .05). Qualitative analysis of teacher questionnaire data revealed themes in student motivation, engagement, and self-regulation. Evaluation results recommended the district change the PEP program to support continued implementation. The findings contribute to social change by providing critical information that may assist other districts in creating effective goal setting programs for military dependent students.
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Masango, Siphesihle polkadot. "Deriving norms for learners in the disadvantaged schools of the peri-urban areas of the Eastern Cape: the case of the Vassiliou Mathematics Proficiency Test (VASSI)." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/49929.
Full textAbstract:
This study builds on South African cross-cultural research which highlights the need for careful stratification of normative samples for quality of education and geographical location. The aim of the present study was to produce an expanded set of preliminary norms for learners in the disadvantaged schools of the peri-urban areas of the Eastern Cape, Grahamstown, on the Vassiliou Mathematics Foundation Phase Test (VASSI) and Vassiliou Mathematics Proficiency Test (VASSI), respectively. The test was administered to Grade 1-6 learners in four different schools all within Joza location, Grahamstown. For the learners’ convenience the tests were translated into isiXhosa, the translations were provided together with the original English questions. Archival data collected by honours students was also incorporated in this study. The total number of participants was N=724 which was comprised of 147 grade 1s, 123 grade 2s, 117 grade 3s, 128 grade 4s, 113 grade 5s and 96 grade 6s. Norm-referenced criterion was used in analysing the data. The results of this study are in accordance with those purporting the low performance of disadvantaged learners on the school subject, mathematics. Stanines for the various grades (Grade 1 to 6) were calculated and are presented in the study. This study has demonstrated that although gender, language and other ethnic variables have an impact on mathematics performance, quality of education and socioeconomic status have a significant effect. Further research is needed on the effect of quality of education and socioeconomic status on learners in disadvantaged schools on this test in particular.
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Iglesias, Chavely Lissette. "Investigating the Status of Early Numeracy Skills in Bilingual Dual Language Learner Latino Children Attending Head Start and the Association with Parent Demographic Characteristics." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4084.
Full textAbstract:
Research on mathematics achievement has become increasingly important with today's technological advances and demand for specialized knowledge. Though there is much literature regarding mathematics achievement in monolingual speakers, little is known regarding the mathematical abilities of Dual Language Learner (DLL) Latino children. This study examined the early numeracy skills in English and Spanish of 132 DLL Latino children attending Head Start programs in five counties across Florida. Relationships and differences among their performance in both languages were examined, along with the contribution of specific parent demographic variables to math achievement. Findings indicated that DLL Latino Head Start children's performance on early numeracy tasks in both English and Spanish ranged from average to low average when compared to national normative samples of monolingual peers. Child participants' performance on early numeracy tasks in English and Spanish was related to some extent. In addition, multiple regression analyses revealed that combined demographic variables predicted math performance in English and Spanish, but only mothers' level of education uniquely predicted the child participants' math performance in Spanish. This study is an important contribution to the literature, as it provides data regarding the early numeracy skills of DLL Latino Head Start children, as well as implications for the field of school psychology. Future directions for research are also discussed.
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Underwood, Marilyn. "The Relationship of 10th-Grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3845.
Full textAbstract:
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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Lima, Pablo Jovellanos dos Santos. "Linguagem matem?tica: uma proposta de ensino e avalia??o da compreens?o leitora dos objetos da matem?tica." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16087.
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Previous issue date: 2012-08-10Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice
Este trabalho discute aspectos relacionados ? linguagem matem?tica e ? sua compreens?o, em especial, por estudantes dos anos finais do Ensino Fundamental. Nesse sentido, objetivamos elaborar uma proposta de ensino consubstanciada por atividades de modelagem matem?tica e de leitura, que oportunize ao aluno do Ensino Fundamental uma melhor compreens?o da linguagem matem?tica inerente ao conte?do de propor??o. Visamos tamb?m construir/propor par?metros para a avalia??o da profici?ncia leitora desta linguagem por parte do estudante e analisar no processo de modelagem, a sua capacidade de desenvolver/aprimorar/potencializar esta profici?ncia. Para isso, desenvolvemos uma pesquisa de cunho qualitativo, com procedimentos de uma pesquisa-a??o, cuja an?lise dos dados se configura como An?lise de Conte?do. Referenciamo-nos epistemologicamente e didaticamente, nos estudos de: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo e Garnica (2006), Smole e Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin e Reyes (2010), dentre outros. Entendemos que para adquirir um novo conhecimento ? preciso aprender a l?-lo e ler para aprend?-lo, este processo ? indispens?vel para o desenvolvimento da profici?ncia leitora de um sujeito. A modelagem, por sua vez, ? um processo que possibilita o contato com distintas formas de leitura, oferecendo elementos favor?veis ao desenvolvimento ora mencionado. Os par?metros avaliativos que utilizamos para analisar o n?vel de profici?ncia leitora da linguagem matem?tica mostrou-se eficaz e, portanto, um valioso instrumento que permite ao professor uma avalia??o eficiente e cujos resultados podem orient?-lo melhor no planejamento e execu??o de sua pr?tica
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Fujii, Tânia Robaskiewicz Coneglian. "Estudo sobre construção de escalas com base na Teoria da Resposta ao Item : avaliação de proficiência em conteúdos matemáticos básicos /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154453.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Neste trabalho realizou-se um estudo sobre construção de escalas, com base na Teoria da Resposta ao Item (TRI), resultando na construção e interpretação pedagógica de uma escala de conhecimento para medir a proficiência em conteúdos matemáticos, necessários para o acompanhamento das disciplinas de cálculo e similares dos ingressantes nos cursos da área de exatas. O modelo matemático adotado nesta pesquisa foi o logístico unidimensional de três parâmetros. A estimação dos parâmetros dos itens e das proficiências dos respondentes foi feita sob enfoque bayesiano, utilizando-se o amostrador de Gibbs, algoritmo da classe dos Métodos de Monte Carlo via Cadeia de Markov (MCMC), implementado via software OpenBUGS (Bayesian inference Using Gibbs Sampling), direcionado para análise bayesiana de modelos complexos. O software BILOG-MG também foi utilizado para comparação dos resultados. O instrumento utilizado para a medida do conhecimento consistiu em uma prova composta por trinta e seis itens de múltipla escolha, cada um com cinco alternativas, sendo somente uma a correta. Os itens foram elaborados com base em uma matriz de referência construída para este fim, dividida em três temas, sendo estes “espaço e forma”, “grandezas e medidas” e “números e operações/álgebra e funções”. Cada tema é composto por competências e cada competência descreve uma habilidade que se deseja medir. Para a construção da escala proposta, optou-se por adotar uma escala com média 250 e desvio padrão 50. Nesta escala foram selecionados níveis para serem interpretados em um intervalo de 75 a 425. Para interpretação da escala proposta, foram comparados alguns métodos de posicionamento de itens âncora nos níveis selecionados. Buscando a interpretação da escala, em toda a sua amplitude, optou-se por utilizar a análise de agrupamentos hierárquicos para segmentar a escala em grupos, ou seja, em faixas de proficiência. A escala foi dividida em cinco grupos, cada grupo caracterizado com base nos itens posicionados como âncora, a partir de suas probabilidades de resposta correta e de seus valores para o parâmetro de discriminação. Embora os resultados sejam consistentes, apontam para a necessidade de um processo contínuo de aprimoramento do banco de questões e da escala de proficiência.
In this work, a study was carried out on the construction of scales, based on the Item Response Theory (IRT), resulting in the construction and pedagogical interpretation of a scale of knowledge to measure the proficiency in mathematical contents, necessary for the follow-up of Calculus and similar subjects of the students in the courses of the Exact Sciences Area. The mathematical model adopted in this research was the three parameters one-dimensional logistic. The parameters estimation of the items and proficiencies of the respondents was done using a Bayesian approach using the Gibbs sampler, Monte Carlo Methods via Markov Chain algorithm (MCMC), implemented using OpenBUGS software (Bayesian inference Using Gibbs Sampling), directed to Bayesian analysis of complex models. The BILOG-MG software was also used to compare the results. The instrument used for the measurement of knowledge consisted of a test composed of thirty-six multiple choice items, each with five alternatives, with only one correct. The items were elaborated based on a reference matrix constructed for this purpose, divided in three themes, being these “space and form”, “quantities and measures” and “numbers and operations/ algebra and functions". Each subject is composed of competencies and each competency describes a skill that one wishes to measure. In order to construct the proposed scale, we chose to adopt a scale with a mean of 250 and standard deviation of 50. In this scale, we selected levels to be interpreted in a range of 75 to 425. For the interpretation of the proposed scale, some methods of positioning anchor items at the selected levels were compared. In order to interpret the scale in all its amplitude, it was decided to use hierarchical groupings analysis to segment the scale into groups, that is, in skill bands. The scale was divided into five groups, each group was characterized based on the items positioned as anchor, from their correct response probabilities and their values for the discrimination parameter. Although the results are consistent, they point to the need for an ongoing upgrading process of questions bank and proficiency scale.
34
Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners:Preparation of Doctoral Level Candidates." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 481 - 485, 2012. https://slub.qucosa.de/id/qucosa%3A1800.
Full textAbstract:
Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics
(Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entitled Language, Culture, Mathematics and the LEP Learner is part of the doctoral courses available to Curriculum and Instruction students at UNC Charlotte. The course focuses on theoretical and applied models of teaching and learning mathematics for English as Second Language Learners. Research and current practice are reviewed with an emphasis on the design, implementation, and assessment of instruction for this population of learners. A qualitative analysis of students’ final research projects using narrative analysis methodologies showed that students (1) position issues within a larger sociocultural framework (2) advocate for the negotiation of pedagogical principles that blend language learning strategies with effective mathematics pedagogy and (3) identify assessment policies and processes that are supportive and limiting for these learners.
35
Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners: Preparation of Doctoral Level Candidates." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80823.
Full textAbstract:
Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics
(Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entitled Language, Culture, Mathematics and the LEP Learner is part of the doctoral courses available to Curriculum and Instruction students at UNC Charlotte. The course focuses on theoretical and applied models of teaching and learning mathematics for English as Second Language Learners. Research and current practice are reviewed with an emphasis on the design, implementation, and assessment of instruction for this population of learners. A qualitative analysis of students’ final research projects using narrative analysis methodologies showed that students (1) position issues within a larger sociocultural framework (2) advocate for the negotiation of pedagogical principles that blend language learning strategies with effective mathematics pedagogy and (3) identify assessment policies and processes that are supportive and limiting for these learners.
36
Lee, Amanda Jane. "A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015664.
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This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a mathematics education module, that embraced the underlying themes of enactivism as part of its teaching pedagogy, could have the potential to develop and increase the skills of pre-service teachers’ teaching for proficiency in Mathematics. The mathematics module was underpinned by five themes of enactivism namely: autonomy, embodiment, emergence, sense-making and experience and was designed to supplement the pre-service teachers’ basic skills in Mathematics in the Intermediate Phase. This mathematics module was offered to fourth year pre-service teachers completing a B.Ed. in the Foundation Phase at a private institute specialising in the training of teachers. The theoretical framework was informed by enactivism and how the themes of enactivism could be used as a vehicle to develop teaching proficiency. The study was qualitative in nature and situated within an interpretivist paradigm. The specific perspectives of interpretivism that were used were hermeneutics, phenomenology and reflexivity. The research design was a case study that contained elements of action research and encompassed three phases of data collection. The first phase focused on the pre-service teachers’ approach to teaching Mathematics and what this brought forth in terms of the reality of their teaching practice and the problems they encountered. The second phase undertook to determine what growth and development of teaching proficiency in Mathematics had emerged over the research period. The final phase was undertaken after the pre-service teachers had graduated and were employed as full time teachers in the Intermediate Phase. The analytical framework and lens through which the data was analysed was that of Kilpatrick, Swafford and Findell’s (2001) strands of mathematical proficiency. The argument that I present is that the themes of enactivism did contribute to the growth of the pre-service teachers’ teaching for mathematical proficiency. The themes of embodiment and experience were major contributions in revealing that this was a reality for the pre-service teachers from a practical perspective and was what they would be able to take away with them. However the theme of emergence stood out as the principle that generated the most awareness and growth and which, in turn, affected the participants’ autonomy.
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snider, michelle c. "Limited English Proficient Students and Their Teachers Attitudes of the Learning Environment in Mathematics Classes." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3366.
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This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction EdD
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Brown, George D. "Mathematics vocabulary instruction for current non-proficient students with and without IEPs a study of three methods of instruction /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5110.
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Thesis (Ed. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains x, 141 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 71-80).
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Gerhard, Sandra. "Can Early Algebra lead non-proficient students to a better arithmetical understanding?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79878.
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In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want
to provide a brief overview on how previous knowledge in arithmetic can affect student\'s access to
algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen
approach to algebra explicitly does not come back to the student\'s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of
calculations and hence may help them to have more success in solving calculations and word problems.
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Gleichauf, Laura Kelley. "The effects of an after-school intervention program on the reading and math proficiency scores of sixth graders." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=630.
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Stapel, Darla Kay Cadman. "Teaching science to English only and limited English proficient students in the elementary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/968.
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Holmström, Elsa. "Kejsaren har inga kläder : En studie om matematisk förmåga genom subtraktionsbegreppet och dess aspekter." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31721.
Full textAbstract:
Teaching mathematics towards mathematical proficiency cannot easily be described since mathematical proficiency is complex and no term alone capture all aspects. The purpose of the study was to examine how mathematical proficiency in conceptual understanding can be discriminated through the concept of subtraction in grade 1 and 3 primary school. Question raised by the study was 1. What different levels in quality can be discriminated in the ways students subtracts? 2. Can progression be discriminated within subtraction operations between grade 1 and 3? Concepts like mathematical artefacts, capability and ability have been useful tools when analyzing the material. Developing mathematical thinking in students is about developing conceptual understanding anchored in the process rather than focus on procedures and outcome. When subtracting with comprehension one knows that subtraction undoes addition since subtraction is the inverse operation of addition. The methods used are qualitative studies using observations and interviews. The material consists of notes from observations, recordings of interviews and written solutions. The study developed an analysis tool in order to compare the different ways of thinking when doing subtraction activities. Developing the tool was critical in order to compare and discriminate different levels of mathematical thinking. The results indicate that the Swedish curricula in mathematics do not support mathematical teaching towards mathematical proficiencies because it’s lack of concrete measurable goals.
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Taylor-Buckner, Nicole. "The Effects Of Elementary Departmentalization On Mathematics Proficiency." Thesis, 2014. https://doi.org/10.7916/D8D50K49.
Full textAbstract:
Mathematics education in the elementary schools has experienced many changes in recent decades. With the curriculum becoming more complex as a result of each modification, immense pressure has been put on schools to increase student proficiency. The Common Core State Standards is the latest example of this. These revisions to the mathematics curriculum require a comprehensive understanding of mathematics that the typical elementary teacher lacks. Some elementary schools have begun changing the organization of their classrooms from self-contained to departmentalized as a possible solution to this problem.
The purpose of this quantitative study was to examine the effects of elementary departmentalization on student mathematics proficiency. This was done by exploring and comparing the background and educational characteristics, teaching practices, assessment methods, beliefs, and influence of departmentalized elementary mathematics teachers. The study also investigated the circumstances under which there are significant differences in mathematics proficiency between departmentalized and non-departmentalized elementary students, and examined if these differences continued into students' eighth-grade years and/or led to higher level eighth-grade mathematics course attainment. Additionally, the study aimed to determine if there was a relationship between elementary departmentalization and mathematics proficiency and also to identify additional factors that could lead to mathematics proficiency.
Data came from the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data set. The ECLS-K is a national data set that followed the same children from kindergarten to eighth grade focusing on their school experiences from 1998 to 2007. Numerous statistical analyses were conducted on this rich data set, utilizing the statistical software Stata 13 and R.
The results of this study indicate that there is a significant difference in the mathematics proficiency of departmentalized and non-departmentalized students when teachers have below-average mathematics backgrounds. The students of the mathematically below-average departmentalized teachers displayed the highest mathematics proficiency as well as the biggest gain in mathematics proficiency, and these higher proficiencies and gains continued into later grade levels. However, when exploring differences in mathematics proficiency among all students, there were no conclusive differences between departmentalized and non-departmentalized students.
Regression models yielded inconclusive results as well, even after controlling for factors pertaining to classroom size, student demographics and socioeconomic status, student confidence, parental background, teacher knowledge and instructional practices, and prior student mathematical proficiency. Other findings include self-contained and departmentalized third-grade teachers being very similar in their educational backgrounds and teaching practices, whereas departmentalized and non-departmentalized fifth-grade teachers were found to be fairly different in their educational backgrounds and instructional practices. However, in both grade levels, self-contained teachers appeared to be more reliant on printed materials than departmentalized teachers.
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Ho, Hsin-mei, and 何欣玫. "The Development Mathematics Reading Proficiency Test and the Effects of Concrete Mathematics Teaching Strategies." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/89936595282818654180.
Full textAbstract:
博士國立東華大學
教育與潛能開發學系
104
The purpose of this study was (1) to develop a mathematics reading proficiency test and analyze the validity of reliability of the test, (2) to investigate mathematics reaching proficiency and mathematics reading types of the fifth graders, and (3) evaluate the effects of the concrete mathematics reading teaching strategies via students' learning achievement. The mathematics reading proficiency test which was integrated with life issues consisted of three dimensions: language translation, logical thinking, and self-monitoring ability. The language translation dimension included 3 sub-dimensions: convert symbol, convert graph, and convert word. The logical thinking dimension included 5 sub-dimensions: recognition, comprehension, application, analysis, and inference. The self-monitoring dimension included 2 sub-dimensions: verification and evaluation. Structural equation model was used to verify goodness of fit; cluster analysis and distinction analysis were used to analyze the mathematic reading proficiency and types. Concrete mathematics reading teaching strategies were integrated with prediction, self-question, mathematics problem, concrete operation, introspection, and summary. The ANCOVA and ANOVA mixed design were used to analyze the teaching effects of reading strategies in math on the students with different types. The findings of this study are as follows: First, the overall model fit indices indicate that model fits the observed data and has gender invariance for reading proficiency. Next, as to the types of mathematics reading, there are four kinds. They are “overall-excellence”, “translated-barrier”, “multiply-obstacle” and “logical-fallacy”. Last, concrete mathematics teaching strategies show more positive effects on students’ learning achievement than the traditional one. Based on the results of this research, some suggestions for teaching, practical assessment and future research are recommended.
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Ally, Noor. "The promotion of mathematical proficiency in grade 6 mathematics classes from the uMgungundlovu District in KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/5791.
Full textAbstract:
The research conducted in this study is inextricably linked to a larger study of teacher
quality and student performance in KwaZulu-Natal. The aim of the larger study was to
explore and establish the relationship between teachers’ mathematical content
knowledge, teachers’ practice and learner outcomes in grade 6 mathematics classrooms.
This meant ascertaining teachers’ mathematical content knowledge, teachers’
pedagogical content knowledge and teachers’ practice in mathematics classrooms. Videos
of lessons were analysed for the following aspects: content coverage, mathematical
proficiencies facilitated by the teacher, cognitive demand on learners and teachers’
content knowledge. The analyses of all aspects were initiated at the same time, with
different researchers/post-graduate students coding for separate aspects.
In this study, the notion of mathematical proficiency as originally developed by Kilpatrick
and colleagues (Kilpatrick, Swafford, & Findell, 2001) was used to ascertain the promotion
of the strands in the district of Umgungundlovu of KwaZulu-Natal. Essentially the larger
study hoped to establish the prevalence and quality of these strands by viewing video
recordings of lessons obtained from schools. This in turn would present a view on
mathematics learning in the district. The larger study used random stratified sampling to
identify schools after which the necessary ethical approval and clearance was obtained.
Mathematics lessons of the identified schools were then video-taped and questionnaires
and both teacher and learner tests were conducted. I have not included examples of test
questions due to agreements about not reproducing these.
However, analysis of the recordings, in my view required the formulation of a construct
that would interrogate the extent to which the strands of mathematical proficiency are
promoted. This was necessary since the five strands in the original formulation represent
‘goals of mathematical understanding. ’In order to achieve these goals, tangible evidence
of teacher classroom practice must be observable. Using opportunities as a vehicle of
identification of such practice, the notion was formulated. The analytical framework
entrenches the notion of ‘opportunity to develop mathematical proficiency’ as a construct
with its corresponding descriptor table and is the main feature of this study. This in turn
informed the design of the instrument which reflected the notion introduced and allowed
ease of use. The research was not simply finding instances of what the instrument
describes, but also trailing the applicability and strength of the instrument and the
underlying notion of ‘opportunities to develop mathematical proficiency’.
The findings reflect the current state of the promotion of mathematical proficiency. Not
only is the quality of the promotion weak it is also irregular. An important off spin of the
results is the alignment of these results to many studies including the recent ‘Report on
the Annual National Assessments 2011’ issued by the Department of Basic Education.
The notion introduced in this study with its corresponding analytic scoring method indeed
proved to be a useful key to unravelling the answers to the questions posed. The results
and findings give a detailed description to the aspect of mathematical proficiencies
facilitated by the teacher, one of the aspects the larger study aimed to explore and
establish. In this respect, it also shows the applicability and relevance of the developed
theoretical notion and the related instrument.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Garofoli, Laura Mitchell. "Early gender differences in arithmetic strategy proficiency." 2003. https://scholarworks.umass.edu/dissertations/AAI3096276.
Full textAbstract:
Recent investigations of children's arithmetic strategy proficiency have revealed disparate results; some suggest that first grade boys are more accurate math-fact retrievers than are first grade girls, while others suggest first grade girls are the more accurate math-fact retrievers. The present study was designed to assess whether gender differences in math-fact retrieval do exist among kindergarten and first grade students and to assess the circumstances under which those differences might be observed. In two experiments, kindergarten and first grade children were asked to solve a series of simple addition and subtraction problems. Solution strategies were restricted and children were required to use either fact-retrieval or overt counting to solve the problems. Problems were presented in one of two modes, visual or auditory, via a laptop computer; half of the problems in each mode required the fact-retrieval strategy and half required the overt counting strategy. Performance was measured in terms of accuracy and solution time. No female advantages were observed on any of the tasks in either grade. When accuracy and time were collapsed to create composite proficiency scores, male advantages for the fact retrieval strategy and the visual mode of presentation were revealed in both grades.
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Moodley, Vivendren Govindarajaloo. "A description of mathematical proficiency in number skills of grade ten learners in both the mathematics and mathematics literacy cohorts at a north Durban school." Thesis, 2008. http://hdl.handle.net/10413/870.
Full textAbstract:
The main objective of this study was to determine the progress made in the development of mathematical proficiency, in the domain of number skills, by learners in the two cohorts (namely: Mathematics and Mathematical Literacy) during Grade ten. The research was conducted at Temple Valley Secondary School, which is situated at Verulam, north of Durban in KwaZulu-Natal. Furthermore, this research study was questionnaire-based employing basic descriptive statistics as well as qualitative analyses. Data was collected through numeracy (number) skill tests, a questionnaire and focus group interview responses of grade ten mathematics learners. A total of two skill tests were administered and 3 focused group interviews were conducted with six grade ten learners each. The first test and first attitudinal questionnaire was administered in May 2006 when learners had branched off into the two paths of mathematics. Thereafter, a second test and second attitudinal questionnaire was administered, during October 2006; when learners had completed most of the school year. The October-test was followed by the focus group interviews. A convenient sample was used in selecting the learners for this research study and a purposeful sampling technique was used for the focus group interviews. All grade ten learners at Temple Valley Secondary School were selected as the sample. The results showed that the mathematics learners slightly outperformed the mathematical literacy learners in the development of mathematical proficiency for number skills. The findings from this research could inform: Teachers of grade ten learners with an interest in improving the mathematical proficiency, in number skills, of learners and; curriculum developers and materials development specialists who prepare mathematical material for grade ten classrooms. The results showed that none of the grade ten learners, from either cohort, were mathematically proficient in May or October. From the study, it was noted that the female grade ten learners generally outperformed their male counterparts. The focus group interviews revealed that learners had a positive attitude to the learning of the subject mathematics, despite the poor test results of this study.Thesis (M.Ed.)-University of KwaZulu-Natal, 2008.
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Yu, Chao-Fang, and 游昭芳. "An Action Research of Reading Embedded in Mathematics Conjecturing Instruction on the Influence of Junior High School Students' Mathematics Proficiency." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90479448025679616492.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
100
This dissertation is aimed at investigating the influence of reading embedded conjecturing-centered mathematics teaching on eighth graders’ mathematical proficiency. Action research is adopted as the research design which contains three teaching cycles. The research subjects are thirty one students ( fifteen boys and sixteen girls ) taught by the researcher, while three of them with different levels of achievements are selected as the main observing subjects. The research instruments include activity worksheets, class video and audio records, student feedback sheets, informal and semi-structured interviews, teacher reflection diaries, and student mathematical proficiency observing record table. By means of multiple qualitative data collection and analysis, the three subjects’ mathematical proficiency was examined and analysed. The research results are as follows: (1) Offering students more time and opportunities could be the key to help students face the uncertainty and unfamiliarity at the beginning of getting involved in this reading embedded conjecturing activities. (2) Reading could help students get to involved in conjecturing activities more effectively, especially in the stages of question focusing, making and examining conjectures. (3) Reading embedded conjecturing activities might improve students’ mathematics proficiency with different levels of achievements. (4) Reading embedded conjecturing activities might improve lower achievers’ mathematics proficiency of adaptive reasoning and productive disposition significanfly. (5) Reading embedded conjecturing activities might improve middle achievers’ mathematics proficiency of conceptual understanding, procedural fluency, adaptive reasoning and productive disposition significanfly. (6) Reading embedded conjecturing activities might improve higher achievers’ mathematics proficiency of adaptive reasoning and productive disposition significanfly.
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Price, Charmaine Smith. "Connecting metacognition and mathematical proficiency: a case study of South African matriculants." Thesis, 2016. http://hdl.handle.net/10539/21728.
Full textAbstract:
A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Signed on 10 September 2016 in Austin, Texas, USA.This dissertation investigated the possible connection between the two constructs of metacognition and the strands of mathematical proficiency. Using a small convenience sample of Grade 12 learners at a public all-girls high school in Johannesburg, South Africa, the teacher/researcher examined if training in metacognitive knowledge influenced the learners’ conceptual understanding, procedural fluency, strategic competence and heuristic strategy use. Two instruments (pre-test and post-test) developed by the researcher and completed by the students were on-line assessments of metacognition utilising written self-reports of strategy use that occurred simultaneously with mathematical problem solving. Qualitative analyses were applied to the data and learners demonstrated declarative, procedural and conditional metacognitive knowledge in their explicit heuristic and content-specific strategies. The learners also demonstrated strategies which could be inferred from their working. The study showed evidence of mixed transferability of metacognitive training to mathematical proficiency. Questions for further research are provided.
LG2017
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Tay, Huang Cheng. "The relationship between the ways children reproduce basic facts and their later algorithmic proficiency in mathematics." 1990. http://hdl.handle.net/1993/17299.
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