Dissertations / Theses: 'Mathematics teaching aids'

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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.

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Dzambara, Tobias Munyaradzi. "An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.

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This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified

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Lebeta, T. V. "An investigation into pre-service teachers mathematical behaviour in an application and modelling context." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.

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The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.

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MITCHELL, MYRNA LOU WILLIAMS. "A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.

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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.

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Elgie, Brian James. "Computer-based remediation in Cape Senior Certificate standard grade mathematics." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003339.

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This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.

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

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

It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31".

Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.

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Wood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.

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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.

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Mbelani, Xoliswa Lydia. "An investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017351.

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This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.

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Padayachee, Pragashni. "A case study : exploring a DVD driven approach for teaching and learning mathematics, at secondary school level, with a framework of blended learning." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1384.

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Post-apartheid South Africa is witnessing an education crisis of significant proportions. The new outcomes-based education system has failed to deliver and universities are suffering the consequences of under-preparation of learners for tertiary studies especially in mathematics. The educator corps is lacking and it has become common practice for universities to deploy augmented programmes in mathematics for secondary school learners in the surrounding areas. This thesis describes a particular approach of blended learning, devised for the Incubator School Project (ISP), an initiative of the Nelson Mandela Metropolitan University (NMMU) in the Eastern Cape of South Africa. The defining feature of this blended approach is that it incorporates DVD technology, which offers an affordable and accessible option for the particular group of learners and the schools they attend. The thesis poses the research question: How did the use of the DVD approach within a blended learning environment support the learning of mathematics? This case study explores the particular blended approach and reports six fold on the approach – qualitatively based firstly on a questionnaire completed by learners and secondly on interviews of learners, thirdly on the facilitators reports, fourthly quantitatively on learner performance before and after the intervention. Fifthly six schools are used as a case study where the mathematics performance of the learners who participated in the ISP is compared to those who did not participate in the ISP. Finally the scope of blending of this model is evaluated by means of a radar chart, adapted from an existing radar measure. This research revealed that using the DVD approach within a blended learning environment did lead to an improvement in learners perceptions about mathematics, an improvement in the manner in which they learned mathematics, an extension in their mathematics knowledge and provided learners with a supportive environment in which to learn mathematics. The elements which supported learning in this approach are presented. The findings of the study suggest that this approach impacted favourably on the mathematics learning and enhanced the mathematics learning and performance of these learners. Recommendations are offered for practice, teachers and schools and for further research possibilities.

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Ekelund, Erika, and Mathilda Segerdahl. "Den matematiska leken i matematikläromedel : en innehållsanalys av matematikläromedel i förskoleklass." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84746.

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Denna uppsats belyser några av förskoleklassens läromedel i matematikämnet. Vi har undersökt specifikt i vilken utsträckning leken tar plats i läromedel, samt vilket stöd läraren får att genomföra lek som kan bidra till elevernas begrepps och/eller resonemangsförmåga. Förskoleklassen har nyligen blivit obligatorisk och ska fungera som en bro mellan förskolan och skolan. Den förväntas ta över förskolans lekpedagogik samtidigt som den ska introducera skolans rutiner och undervisningsmetoder. Vi har använt innehållsanalys som metod för att undersöka läromedel både kvantitativt och kvalitativt. Studiens resultat visar att lek som bidrar till elevernas begrepps- och/eller resonemangsförmåga finns i lärarhandledningar. Det finns även olika typer av stöd för läraren att genomföra lekbaserad undervisning som bidrar till elevernas begrepps- och/eller resonemangsförmåga. Det kan bidra till att eleverna utvecklar och befäster sina kunskaper om matematiska begrepp och/eller resonemang via leken. Studien visar också att lek i läromedlets elevböcker i stort sett saknas. Vilket kan innebära att eleverna går miste om lek i matematikundervisningen om läraren väljer att endast använda elevboken.
This master thesis focuses on mathematics textbooks for preschool class. We have studied to what extent play is found in the textbooks and what kind of the support for implementation is offered to the teacher. We have focused on play which can contribute to the pupils’ concept and/or reasoning ability. Preschool class is now a compulsory school form. Preschool class is a class between preschool and primary school and is expected to function as a bridge between these two. There are many expectations for preschool class: implementing preschool pedagogy while introducing the primary school’s routines and teaching methods. We have used content analysis as a method in this study. The method has been used in both a quantitative and a qualitative way. The results show that teacher guides offer play contributing to conceptual and/or reasoning. The results also show that the teacher gets support for implementing such play in the classroom. This offers opportunities for pupils to consolidate and develop their knowledge of mathematical concepts as well as their reasoning. Further, the study shows that play in the pupils’ textbook largely is lacking. If the teacher chooses to only use the pupil’s textbooks, the consequence can be that the pupils are missing out on play in mathematical education.

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Chiphambo, Shakespear M. E. K. "An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003540.

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The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.

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Hyde, Janet Catherine. "An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003500.

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This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.

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Mbusi, Nokwanda Princess. "An investigation into the use of traditional Xhosa dance to teach mathematics: a case study in a Grade 7 class." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003499.

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This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.

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Eriksson, Jeanette. "Formativ bedömning inom digitala läromedel i matematik : Återkoppling - nödvändigt för både lärare och elev." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73062.

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The use of digital teaching materials in mathematics is becoming increasingly more common within school teaching. Examining the teaching material becomes an important part of the teacher's work. Not least to ensure a successful teaching that is quality assured, against the Swedish curriculum. Successful teaching has long been characterized by formative assessment for learning. In this work, five digital teaching materials for mathematics have been examined through a qualitative content analysis. The purpose has been to establish the feedback structure of the digital teaching aids. The digital teaching materials that have been studied are designed for pupils in grades 1–3, where both a pupil client and teacher client are included. The survey has been based on an analysis schedule and the result has been set against various key factors for feedback. The result showed that three out of five digital teaching materials are "smart" and can provide the pupil with tasks that contribute to the pupil's progression. Yet, it´s only one of five digital teaching materials that has a well-developed system that makes full use of the potential that exists in a digital teaching material. A summary conclusion is that the digital teaching materials seem to strive to design a formative feedback structure, while some of the teaching aids do not pretend to be anything but a tool for quantity training.
Användning av digitala läromedel i matematik, blir allt vanligare i skolans undervisning. Att granska läromedlet blir således en viktig del av lärarens arbete. Inte minst för att säkerställa en framgångsrik undervisning som är kvalitetssäkrad, mot den svenska läroplanen. Framgångsrik undervisning har länge präglats av formativ bedömning för lärande. I det här arbetet har fem digitala läromedel för matematik undersökts genom en kvalitativ innehållsanalys. Syftet har varit att fastställa de digitala läromedlens återkopplingsstruktur. De digitala läromedel som har undersökts är framtagna för elever i årkurs 1–3, där både en elevklient och lärarklient är inkluderade. Undersökningen har utgått ifrån ett analysschema och resultatet har ställts mot olika nyckelfaktorer för formativ återkoppling. Resultatet visade att tre av fem läromedel är ”smarta” och kan förse eleven med uppgifter som bidrar till elevens progression. Samtidigt så är det endast ett av fem läromedel som har ett väl utvecklat system som till fullo använder sig av den potential som föreligger ett digitalt läromedel. En sammanfattande slutsats är att de digitala läromedlen förefaller strävar efter att utforma en formativ återkopplingsstruktur, samtidigt som några av läromedlen inte utger sig för att vara något annat än ett redskap för att mängdträna.

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Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.

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This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

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Nespolo, Rodrigo Fernando. "Uma proposta de ensino de matemática para a educação básica." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1093.

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Neste trabalho apresenta-se uma proposta de ensino que tem como interesse a motivação dos alunos para aprenderem matemática. Foram pesquisadas diversas bibliografias que propõem a Modelagem Matemática como alternativa de ensino da matemática, ligando conhecimento escolar ao cotidiano do aluno. Na sequência, relatamos nossa proposta de ensino aplicada a uma turma do sexto ano do Ensino Fundamental na qual foram trabalhados os conteúdos de circunferência e seus elementos, os números irracionais e operações com números decimais, através da atividade que denominamos “Festa da Matemática”. Nesta proposta, ilustramos como estes conteúdos matemáticos estão presentes no cotidiano e podem ser trabalhado em uma série que não prevê em seu currículo tais temas, fugindo do aspecto linear presente na maioria dos programas curriculares. A metodologia adotada na pesquisa foi a qualitativa e os dados foram coletados em encontros semanais de ensino de matemática durante os meses de outubro e novembro no ano letivo de 2013. A partir do trabalho desenvolvido verificaram-se melhorias significativas no interesse dos alunos em aprender matemática, o que proporcionou, consequentemente, melhorias no rendimento individual de cada aluno e da turma como um todo. A principal característica observada nos alunos, durante a aplicação do trabalho com a Modelagem Matemática foi a motivação em aprender novos conteúdos matemáticos despertada por um conteúdo abordado de forma significativa e diferenciada.
This paper presents a school proposal for that has as interest the students' motivation to learn Mathematics. Several bibliographies that propose Mathematical Modeling as an alternative teaching Mathematics, connecting school knowledge to everyday studen were surveyed. Following, we describe our proposal of teaching applied to a class of sixth grade of elementary school in which the contents of a circle and its elements, irrational numbers and operations with decimals, through the activity we call "Feast of Mathematics" were worked. In this proposal, we illustrate how these math concepts are present in everyday life and can be worked into a series that does not include in the grade’s curriculum such subjects, fleeing the linear aspect present in most curricula programs. The methodology used in the research was qualitative and the data were collected at weekly meetings of teaching Mathematics during the months of October and November in the academic year of 2013. From the developed work, there were noticed significant improvements in students' interest in learning Math, which provided, consequently, improvements in individual performance of each student and in the class as a whole. The main feature observed in the students during the application work with Mathematical Modeling was the motivation to learn new mathematical content awakened by a significant content and approached in a different way.

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Ntinda, Maria Ndapewa. "Web-based M-learning system for ad-hoc learning of mathematical concepts amongst first year students at the University of Namibia." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013174.

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In the last decade, there has been an increase in the number of web-enabled mobile devices, offering a new platform that can be targeted for the development of learning applications. Worldwide, developers have taken initiatives in developing mobile learning (M-learning) systems to provide students with access to learning materials regardless of time and location. The purpose of this study was to investigate whether it is viable for first year students enrolled at the University of Namibia (UNAM) to use mobile phones for ad-hoc learning of mathematical concepts. A system, EnjoyMath, aiming to assist students in preparing for tests, examinations, review contents and reinforce knowledge acquired during traditional classroom interactions was designed and implemented. The EnjoyMath system was designed and implemented through the use of the Human Centred Design (HCD) methodology. Two revolutions of the four-step process of the HCD cycle were completed in this study. Due to the distance between UNAM and Rhodes University (where the researcher was based), the researcher could not always work in close relation with the UNAM students. Students from the Extended Study Unit (ESU) at Rhodes University were therefore selected in the first iteration of the project due to their proximity to the researcher and their similar demographics to the first year UNAM students, while the UNAM students were targeted in the second iteration of the study. This thesis presents the outcome of the two pre-intervention studies of the first-year students' perceptions about M-learning conducted at Rhodes University and UNAM. The results of the pre-intervention studies showed that the students are enthusiastic about using an M-learning system, because it would allow them to put in more time to practice their skills whenever and wherever they are. Moreover, the thesis presents the different stages undertaken to develop the EnjoyMath system using Open Source Software (PHP and MySQL). The results of a user study (post-intervention) conducted with participants at UNAM, ascertained the participants' perception of the usability of the EnjoyMath system and are also presented in this thesis. The EnjoyMath system was perceived by the participants to be "passable"; hence an M-learning system could be used to compliment an E-learning system at UNAM.

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Petersson, Sanna, and Jessica Persson. "Nivåanpassad problemlösning?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27574.

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In this thesis, two mathematics books are reviewed, Alma C Grundbok (1999) and Matte Direkt Borgen 6A (2004). In the review, the books section on problem solving has been the focus. The review has dealt with the number of problem solving in each book and at what level of knowledge these are aimed at. The review also includes what previous research says about problem solving and how problem solving can be used in teaching and why it is developing for students to work with problem solving. The National Agency for Education (2019) highlights the importance of problem solving by using it as a knowledge requirement. At the same time as the National Agency for Education (2019) considers that the teaching must be individually adapted and developed so that the teaching benefits all students in their knowledge development. This contradicts what is found in the mathematics books, since these tasks are not individually adapted in the same way as material made by the teaching teacher (Bal, 2015). Furthermore, teachers need more planning time if it is to be possible to individually adapt all tasks to all students. Because individualized teaching is more time-consuming, many teachers choose to fall back on their chosen teaching material and make use of pre-created material. Our questions result in the number of problem-solving tasks of sociocultural perspective being equal for our two examined teaching materials. Similarities also exist among the number of problem-solving tasks for the different level groupings. Although researchers agree that oral communication in mathematics classrooms is important, there is a lack of such support through the teaching materials analysed.

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Beck, Elaine K. "An Evaluation of Student Learning and Engagement in a Technology-Enhanced Algebra Unit on Slope." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2658/.

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The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was found between classes that could be attributed to other factors than the Topocam.

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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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Shifotoka, Simsolia Namene. "An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004336.

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HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.

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Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.

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Jackelman, Susan Iona. "Investigating the dual influences of theory and practice on the design and implementation of a learning programme." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003473.

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It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.

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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.

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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.

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Ndafenongo, Gerhard. "An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003478.

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Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.

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Flores, Vega Rishelline Anne. "Effects of using educational robotics at the elementary school level." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3059.

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Olsson, Sandra. "Digitala läromedel och återkoppling i matematik för årskurs 1-3. : Lärares möjlighet till återkoppling med digitala läromedel." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84694.

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Digital teaching materials are today considered an important complement in the teaching of mathematics in today's school. As our society becomes increasingly digital, it is even more important that the school adapts and develops its knowledge in digital curricula. That teachers then have knowledge of how these teaching aids are structured and work is now even more important, partly so they know which teaching aid is most effective both for the student's knowledge and development and as an aid to the teacher's ability to assess. In this work, a qualitative content analysis of five digital teaching materials in mathematics has been done. The purpose of the content analysis was to see which digital teaching materials have feedback as part of their offer and whether the teacher has the opportunity to provide feedback to the students in the digital teaching materials in mathematics for grades 1-3. All the digital teaching materials have been analyzed based on the student's and teacher's insight into the teaching materials, this was done with the help of an analysis schedule. The results have then been set against different levels of feedback to conclude that all five digital teaching aids have feedback at the task level as an important aspect. Furthermore, the analysis showed that there are three "types" of e-textbooks. One of the digital teaching materials examined belonged to one "type" of e-textbook while the other four belonged to one and the same. Finally, it could be stated that all five digital teaching aids have some shortcomings when it comes to feedback.
Digitala läromedel anses idag vara ett viktigt komplement i undervisningen inom matematik i dagens skola. Då vårt samhälle blir allt mer digitaliserat är det ännu viktigare att skolan anpassar sig och utvecklar sina kunskaper inom digitala verktyg. Att lärare då har kunskap om hur dessa läromedel är uppbyggda och fungerar är nu ännu viktigare, dels för att de ska veta vilket läromedel som är mest effektivt både före elevens kunskapsutveckling och som hjälpmedel för lärarens möjlighet till bedömning. I detta arbete har en kvalitativ innehållsanalys av fem digitala läromedel inom matematik gjorts. Syftet med innehållsanalysen var att se vilka digitala läromedel som har återkoppling som en del av sitt utbud samt om läraren har möjlighet till att ge återkoppling till eleverna via de digitala läromedlen i matematik för år 1–3. Alla de digitala läromedlen har analyserats utifrån elevens och lärarens insyn i dem, detta gjordes med hjälp av ett analysschema. Resultatet har sedan ställts emot olika nivåer av återkoppling för att komma fram till att alla de fem digitala läromedlen har återkoppling på uppgiftsnivå som en viktig aspekt. Vidare visade analysen att det finns tre ”typer” av e-läroböcker, det vill säga digitala läromedel. Ett av dem som undersöktes tillhörde en ”typ” av e-lärobok medan de andra fyra tillhörde ett annat digitalt läromedel. Slutligen kunde det konstateras att alla de digitala läromedel som undersöktes har några brister när det kommer till återkoppling.

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Rozanski, Emilene Funez. "Metodologia de ensino do conceito de função exponencial à luz da teoria das situações didáticas." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1734.

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Este trabalho apresenta uma proposta de metodologia do objeto matemático Função Exponencial, que possibilite o desenvolvimento de habilidades interpretativas e criativas de potencial significado para os alunos, a partir de uma sequência didática estruturada à luz da Teoria das Situações Didáticas de Guy Brousseau e, dos Registros de Representações Semiótica de Duval, proporcionando interações entre o aluno, o professor e o meio em um ambiente de aprendizagem cooperativo, onde os alunos se sintam livres para expressar as suas ideias e para sugerir as suas próprias abordagens. A metodologia proposta foi desenvolvida de acordo com o conhecimento a priori do aluno, valorizando as suas diferentes formas de registros, os quais são de extrema importância durante os processos de ensino e de aprendizagem. A proposta foi aplicada a alunos do primeiro ano do ensino médio do Colégio Estadual José de Anchieta Ensino Fundamental e Médio, localizado na Cidade de Dois Vizinhos – Paraná. Para o desenvolvimento da pesquisa utilizou-se a ferramenta metodológica Engenharia Didática de Artigue, uma metodologia originada especificamente para a pesquisa com situações didáticas. A princípio o objetivo proposto foi atingido, o qual consistia de trabalhar a parte conceitual, do significado da Função Exponencial, da relação de dependência e sua principal característica, ou seja, que a parte variável se encontra no expoente. E, sem imposição, mas a partir de situações didáticas apropriadas, segundo a teoria das situações didáticas, os alunos foram capazes de perceber essa característica, de resolverem problemas que envolviam a função exponencial e, além disso, de inventarem problemas (de acordo com o seu universo) modelados por este tipo de função. Acredita-se que a metodologia à luz da teoria das situações didáticas, análises dos registros dos alunos, observações sobre os erros e obstáculos e reflexões sobre aspectos do contrato didático são de fundamental importância para a prática docente e, determinantes durante o processo de ensino aprendizagem.
This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.

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Velisevich, Svetlana. "Matematikundervisningen för gymnasieelever med ett annat modersmål : En studie om undervisningsmiljö." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-185.

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Upp till 15 % (Statistiska centralbyrån, 2005) av barnen i Sverige har en utländsk bakgrund. Detta innebär bl. a. att andelen elever med en annan språklig och kulturell bakgrund kommer att öka. Det är därför angeläget att lärare utvecklar en kompetens att undervisa barn och ungdomar som har ett annat modersmål än svenska.

I detta arbete kommer jag att fokusera på att göra en genomgång av litteratur som innefattar matematikundervisningen med fokus på andraspråkselever. En intervjuundersökning med tre berörda lärare som undervisar i matematik i en förberedelseklass på en gymnasieskola har också genomförts. Frågorna i intervjuerna behandlar matematikundervisningen för elever, som har ett annat modersmål än svenska. Det är frågor rörande undervisningsmiljö, bl. a. hur lärare kommunicerar med elever som inte kan svenska än; om det utgör en skillnad ifall den nytillkomne eleven redan har vissa matematiska kunskaper från hemlandet; hur planerar lärare undervisningen för en elev på vägen till betyget, vilka hjälpmedel använder lärare i undervisningen. Jag tog även upp frågor om samarbete mellan matematiklärare och hemspråkslärare.

Resultaten av min studie visar att andraspråkseleverna lyckas mindre bra än svensktalande elever pga. språket. Även de elever som klarar vardagssvenska relativt bra har svårt att förstå matematisk terminologi och även svenskan i matematiska sammanhang. När en lärare inte kan elevens hemspråk provar sig läraren fram genom något gemensamt tredje språk. Det används matematiklexikon från Skolverket och även hemspråkslexikon. Lärare uppmuntrar elever att skriva egna glosor. Läraren använder mycket visuella material i sitt dagliga arbete, så som bilder, kort, skisser, OH bilder. Laborativa medel som litermått, decilitermått, måttband, våg, kubikmeter, kubikcentimeter. Dessutom använder läraren matematiska ramsor, soduku, matematiska spel, vardagsföremål. Lärare använder även sin egen kropp och gester för att förklara matematiska relationsbegrepp, så som större – mindre, högre – lägre osv.

Because of the large and increasing number of second-language students, teachers should develop the competence in mathematics education of minority students.

This essay focuses on findings in the literature about education in mathematics of minority students. Three teachers who are teaching mathematics in the prepare-class at gymnasium were interviewed.

Following issues are discussed, the professional attitudes to educational environment, communication with the new-arrived students; if the mathematical knowledge from the land of origin makes the possible difference; how education is planned in order to give certification; which practical teaching aids are used in the education. Further cooperation between the native-language teacher and mathematics teacher is discussed.

In the situations, when students can not speak Swedish, the teacher and the student use sometimes another language which is common for them both. A lot of practical aids are used in the education. Even mathematical strings of words, soduku, mathematical games, and everyday-used articles are widely used. Body language and gests are generally used to explain the mathematical relation concepts.

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Sigears, Kimberly Ann. "The effectiveness of integrating technology into science eduaction (sic) compared to the traditional science classroom." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2142.

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The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.

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Malan, Sharon Brenda. "The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.

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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.
It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

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Galeazzi, Wilian Rodrigo. "Proposta de ensino de geometria euclidiana plana para o sexto ano do ensino fundamental sob a ótica do raciocínio lógico-dedutivo." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1682.

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CAPES
Este trabalho apresentará um breve histórico do desenvolvimento da Geometria, com foco no surgimento da sua organização na forma lógico-dedutiva efetuado por Euclides. Na sequência será discutida a situação do ensino e aprendizagem dos tópicos de geometria desde a antiguidade até os dias atuais, onde observaremos que a mesma não se dá sob a ótica lógico-dedutiva. Após essa contextualização, proporemos a realização de uma oficina de geometria para alunos do sexto ano do Ensino Fundamental, com vistas ao desenvolvimento do raciocínio lógico-dedutivo. Aplicada a oficina, foram observadas mudanças na organização do pensamento dos alunos participantes da pesquisa, favorecendo a compreensão dos conceitos e propriedades da geometria euclidiana plana.
This study will introduce a brief history of the Geometry development, focused in the appearing of the organization in the logical deductive structure achieved by Euclid. Following will be discussed the situation of the learning and teaching of geometry topics since antiquity until the present day, where we will notice that it does not happen with the logical-deductive perspective. After this contextualization, we will propose the realization of a geometry workshop for students of the sixth grade of elementary school, focusing to the development of logical-deductive reasoning. Applied to workshop, changes were observed in the organization of thought of the participating students in the research, furthering the understanding of the concepts and properties of flat euclidean geometry.

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Bernardi, Alexandre Adriano. "GeoPlexo: um material manipulável para o ensino dos números complexos." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1716.

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CAPES
O presente trabalho tem como principal objetivo desenvolver um material manipulável para auxiliar o processo de ensino e aprendizagem dos Números Complexos. Primeiramente procura situar o atual ensino dos Números Complexos tendo como norte, o viés da pesquisa produzida em dissertações de mestrado e publicadas no portal da Capes e na biblioteca Virtual do PROFMAT no período de 2004 a 2014. Apresenta, em seguida, aspectos históricos sobre o tema, uma fundamentação matemática e uma discussão sobre a utilização de materiais manipuláveis como recursos didáticos para o ensino da matemática. É proposto um material manipulável denominado GeoPlexo e uma sequência de atividades dos conteúdos de potenciação e radicação de Números Complexos explicando sua utilização. Constatou-se a relevância do material manipulável como recurso didático para o ensino dos Números Complexos, principalmente no que tange à visualização geométrica deste objeto matemático.
This study aims to develop a manipulative material to assist the teaching and learning of Complex Numbers. Primarily, It tries to define the status of the current teaching of Complex Numbers, having as guide the bias of the research produced in dissertations and published on the website of Capes and the Virtual Library of Profmat from 2004 to 2014. It presents historical aspects of the theme, a mathematical foundation and a discussion of the use of manipulative materials as teaching resources for the teaching of mathematics. It introduces the manipulative material called GeoPlexo and a sequence of activities of potentiation and settling of complex numbers, explaining its use. It concludes with the importance of manipulative materials as a teaching resource for the teaching of Complex Numbers, especially regarding the geometric visualization of this mathematical object.

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Marzilli, Michael Dean, and Michael Howard Minier. "The use of manipulatives and thematic units to aid with learning, to create interest, and to increase involvement for at-risk students in consumer math." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1473.

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Liljegren, Emma, and Therese Nordström. "Inlärningssvårigheter i matematik - en systematisk litteraturstudie om undervisningsmetoder som fungerar i arbetet med elever som anses ha inlärningssvårigheter i matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52253.

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Matematiksvårigheter är ett omdebatterat ämne i det svenska samhället. Elever som är i matematiksvårigheter kan ses som avvikande från normen och skolans förmåga att möta dessa elever minskar. När denna förmåga minskar används medicinska diagnoser i större utsträckning. Inlärningssvårigheter i matematik är en diagnos som det råder oenighet kring. Undervisningen ska anpassas till varje elevs behov vilket innebär att elever med inlärningssvårigheter i matematik ska få det stöd som behövs för att kunna utvecklas i matematikämnet. Därför är syftet att, genom en systematisk litteraturstudie, undersöka vilka undervisningsmetoder det finns som kan underlätta för elever som anses ha inlärningssvårigheter i matematik. Databasen som använts för insamling av artiklar var Web of Science. Två övergripande teman framkom från resultatet: Stöttning genom interaktion och Stöttning genom material. Utifrån dessa teman framkom flera undervisningsmetoder som fungerar i arbetet med elever som anses ha inlärningssvårigheter i matematik.
Difficulties in mathematics is a well debated topic in the Swedish society. Students in mathematical difficulties can be viewed as divergent from the norm and the school´s ability to meet the needs of these student´s decreases. The rate of students receiving a medical diagnosis increases when this ability decreases. There are uncertainties surrounding the diagnosis of learning disabilities (LD) in mathematics. The instruction should be adapted to meet the needs of every student, which means that students with learning disabilities in mathematics should receive the support that is necessary to progress in mathematics. Thus, the purpose of the study is to, through a systematic literature study, examine the availability of teaching methods that can provide aid for students who are believed to have LD in mathematics. The database that was used to collect articles was Web of Science. Two general themes were discovered: Aid through interaction and Aid through materials. Several teaching methods that are successful in the educational practice of students who are believed to possess LD in mathematics was discovered.

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Waschak, Michael R. "Evaluating the impacts of partnership an electronic panel study of partnering and the potential for adaptive management /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31779.

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Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2010.
Committee Chair: Kingsley, Gordon; Committee Co-Chair: Norton, Bryan G.; Committee Member: Cozzens, Susan E.; Committee Member: Henry, Ronald J.; Committee Member: Rogers, Juan D. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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Soury-Lavergne, Sophie. "Etayage et explication dans le preceptorat distant, le cas de TéléCabri." Université Joseph Fourier (Grenoble), 1998. https://tel.archives-ouvertes.fr/tel-00004906.

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La recherche en didactique des mathematiques que nous presentons a pour objet les interventions de l'enseignant dans l'activite mathematique de l'eleve. Le cadre theorique est celui de la theorie des situations didactiques. Nous commencons par proposer une elaboration theorique qui permet de rendre compte de certaines interventions de l'enseignant. D'une part, nous faisons appel au concept d'etayage pour caracteriser les interventions de l'enseignant dans la relation eleve-milieu qui ne denaturent pas la signification de l'activite pour l'eleve. Nous montrons comment l'etayage s'insere dans une negociation du sens mathematique de l'interaction eleve-milieu, negociation pouvant deboucher sur l'effet topaze. D'autre part, nous caracterisons l'action de l'enseignant sur la comprehension de l'eleve, par un processus explicatif co-construit dans l'interaction entre l'enseignant et l'eleve. Nous proposons alors d'analyser ces deux processus dans une situation d'interaction enseignant-eleve originale : le preceptorat, c'est-a-dire l'interaction didactique qui a lieu entre un enseignant et un unique eleve. Nous avons mis en place un dispositif experimental afin d'observer des interactions de preceptorat et de faire fonctionner nos outils d'analyse. Nos experimentations ont ete realisees dans le cadre du projet telecabri qui a pour objet l'etude des usages et la specification d'un environnement informatique d'enseignement a distance integrant telepresence et partage de l'espace d'apprentissage, notamment le micromonde cabri-geometre. L'analyse didactique des interactions de preceptorat passe par l'etude du role joue par cabri-geometre, composante du milieu pour l'apprentissage. Les resultats obtenus concernent : la pratique habituelle des enseignants qui transparait dans les interactions de preceptorat, en particulier leur gestion de l'espace de travail cabri-geometre, l'etayage et l'effet topaze ainsi que la caracterisation didactique du processus explicatif.

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Wohlgehagen, James L. (James Lee). "A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331465/.

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One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.

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Martins, Adriano de Morais. "Domínio afetivo: uma discussão teórica de suas dimensões." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21227.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:30:59Z No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5)
Made available in DSpace on 2018-07-11T12:30:59Z (GMT). No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5) Previous issue date: 2018-03-07
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The purpose of this thesis is to bring the debate about the affective domain in Mathematics Education to the national scene and as specific objectives: to understand the affective domain, to select and present a synthesis of texts related to the theme and to identify the theoretical references used. For that, we developed a theoretical study of a qualitative nature, built from the study of international researches that deal with the affective domain and its dimensions, supported by content analysis. The study is justified by the lack of debate in Mathematics Education of this topic in the national scope and the absence of theoretical and theoretical-methodological studies. Throughout our study, we define the affective domain as a set of dimensions formed by beliefs, attitudes, values and emotions. Initially, we sought to understand the historical process that led to the studies that were focused on the beliefs for the studies focused and other dimensions of the affective domain. The construction of the research was based on contemporary studies by international authors, all of 2015. Thus, the studies selected for our research were: the study entitled "Toward a participatory approach to" beliefs "in Mathematics Education" by Jeppe Skott, which dealt with a contemporary vision for the study of beliefs; the study "From Love, Frustration and Mathematics: A Historical-Cultural Approach to Emotions in Teaching and Learning Mathematics" by Luis Radford, who studied the construction of emotions and how they fit into teaching mathematics in a classroom; "The Attitude Construct in Mathematical Education" written by Pietro Di Martino and Rosetta Zan, which dealt with issues related to attitude building; the study by Katrin Rolka and Bettina Roesken-Winter entitled "Network between theories to understand beliefs and their fundamental role in Mathematical Education", which proposed studies from the intercession of different theories about beliefs; and the study written by George N. Philippou and Marilena Pantziara, "Developments of Effective Beliefs in Mathematics Teachers," who advocated studies on effective teacher beliefs that correspond to beliefs about the teacher's ability to organize and execute directed actions to accomplish a task specific. The studies show that when looking at teacher training and student achievement through theoretical lenses aimed at the affective domain, we can obtain better results in the research that addresses teacher training, better understand the difficulties of the students and propose continuing education course more effective. In this way we hope that this study will contribute to Brazilian researchers who intend to study this subject
A presente tese tem como objetivo geral trazer o debate sobre o domínio afetivo na Educação Matemática para o cenário nacional e como objetivos específicos: compreender o domínio afetivo, selecionar e apresentar uma síntese de textos relacionados ao tema e identificar os referenciais teóricos utilizados. Para tanto, desenvolvemos um estudo teórico de caráter qualitativo, construído a partir do estudo de pesquisas internacionais que tratam do domínio afetivo e suas dimensões, apoiados na análise de conteúdo. O estudo se justifica pela carência de debate na Educação Matemática desse tema em âmbito nacional e a ausência de estudos teóricos e teóricos-metodológicos. Ao longo de nosso estudo, definimos o domínio afetivo como um conjunto de dimensões formados pelas crenças, atitudes, valores e emoções. Inicialmente, buscamos compreender o processo histórico que conduziu os estudos que estavam voltados às crenças para os estudos voltados às demais dimensões do domínio afetivo. A construção da pesquisa ocorreu a partir de pesquisas contemporâneas de autores internacionais, publicados em 2015. Dessa forma, os estudos selecionados para nossa pesquisa foram: o estudo intitulado “Rumo a uma abordagem participativa para “crenças” em Educação Matemática” de Jeppe Skott, que tratou de uma visão contemporânea para o estudo das crenças; o estudo “Do Amor, frustração e Matemática: uma abordagem histórico-cultural de Emoções no Ensino e Aprendizagem de Matemática” de Luis Radford, que estudou a construção das emoções e como elas se inserem no ensino de matemática em uma sala de aula; “O constructo de atitude em Educação Matemática” escrito por Pietro Di Martino e Rosetta Zan, que trataram de questões relativas à construção de atitude; o estudo de Katrin Rolka e Bettina Roesken-Winter intitulado “Rede entre teorias para compreender crenças e seu papel fundamental na Educação Matemática”, que propuseram estudos a partir da intercessão de diferentes teorias sobre crenças; e o estudo escrito por George N. Philippou e Marilena Pantziara, “Desenvolvimentos de crenças eficazes nos professores de Matemática”, que defenderam estudos sobre crenças eficazes de professores que corresponde as crenças sobre a capacidade do professor organizar e executar ações direcionadas para realizar uma tarefa específica. Os estudos apontam que ao olhar para a formação do professor e rendimento escolar dos alunos por meio de lentes teóricas voltadas ao domínio afetivo, podemos obter melhores resultados nas pesquisas que abordam formação de professores, compreender melhor as dificuldades dos alunos e propor curso de formação continuada mais eficazes. Desse modo esperamos que esse estudo contribua para pesquisadores brasileiros que se propuserem a estudar esse tema

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Shelby, John F. Jr. "A comparison of eighth grade athletes and non-athletes academic achievement, time spent on homework, future educational goals, and socioeconomic status." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4706.

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This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
ID: 030646210; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-150).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Maduna, Mamokhele Julia. "An analysis of the use of teaching aids and the implications for teaching and learning mathematics in Qwaqwa phase one schools (South Africa)." Thesis, 2002. http://spectrum.library.concordia.ca/1844/1/MQ82660.pdf.

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Teaching Aids have been a common feature in mathematics classrooms although in some instances they were not appropriately used. This study was undertaken to explore whether teaching aids have any impact on teaching and learning mathematics, especially in the Foundation Phase classes. It was conducted in two primary schools in QwaQwa, in the Free State Province in South Africa. It was guided by the constructivist approach, which views mathematics learning as the development of ideas, processes and understanding in a social setting rather that the mere passing on of knowledge from teacher to pupil. Teaching aids, as educational materials, create opportunities which may reveal misconceptions on the part of both teachers and learners. Some teaching aids are quite simple to use and others require training to be able to extract mathematics from them. The study demonstrated that without strictly classifying them in any preferential groupings, teachers provide varying justifications for using teaching aids in their classrooms. In most cases they incorporate in their mathematics lessons any concrete material that will help pupils to relate mathematics to the real world and provide pupils with hands-on activities that will de-emphasize routine and memorising facts, algorithms, formulas and theorems. Most importantly the study revealed that teaching aids have a positive effect on teaching mathematics even in less than optimal circumstances, that is, under-resourced, rural, second language classrooms.

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Dlamini, Thulisile Cheryl. "How teachers use instructional materials in teaching junior primary mathematics, with specific reference to the Maths Centre for Primary Teachers." Thesis, 1995. http://hdl.handle.net/10413/2914.

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This is an empirical study of how teachers in the Maths Centre for Primary Teachers project use instructional materials in teaching mathematics in junior primary schools. The key question of the study is whether teachers use instructional materials in ways that promote quality education. Instead of being guided by the "school effectiveness" paradigm, one which is based on a production function model, this study adopts an approach used in "quality education" research which argues that it is not simply the availability of instructional materials, but the effective use of instructional materials that determines quality instruction, and in turn quality education. Huberman's model of a teacher as an independent artisan describes the role of a teacher I envision as one that is likely to bring about improvements in the quality of instruction. The approach adopted in Huberman's model emphasises teacher-centred methods. (Teacher-centred does not mean "not child-centred", but simply focuses on what role the teacher needs to play). In this study it was found that, with regards to certain aspects, teachers used instructional materials in ways that were appropriate and contributing to improvements in the quality of education. Teachers valued MCPT materials for their power to illustrate and teach mathematical concepts. Teachers applied methodologies that were informed by a constructivist theory of learning, within a classroom environment conducive for this. However, teachers hardly prepared and used their own materials, and they presented MCPT materials in ways that deprived them of opportunities for teacher development in curriculum management. It is argued, therefore, that there is need for advanced training of teachers on the use of instructional materials - training that enables teachers to use materials in ways that fit in with their design of classroom curriculum.
Thesis (M.Ed.)-University of Natal, 1995.

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Stofberg, Francois Jacobus. "'n Perspektief op die wanopvattingsproblematiek met verwysing na Wiskunde." Thesis, 2014. http://hdl.handle.net/10210/11935.

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M.Ed. (Subject Didactics)
The ideal in education is that the curriculum provided (by the teacher) and the curriculum received (by the pupil), as originally drafted by the designers, should agree. However, there are indications that this ideal is often not achieved in the teaching of Mathematics, the reason being, inter alia, the backlog in the subject arising from inadequate knowledge as a result of misconceptions in regard to certain basic concepts. Misconceptions among pupils indicate that the shaping of understanding and mastering the concepts have been inadequate. It should be kept in mind that frame of reference and world view are peculiar to each pupil and will be utilized by him for interpreting and processing new concepts. It is therefore essential that the world view of the pupil should be investigated as being the factor which is probably basic to the problem of misconception. The point of departure is therefore that pupils have divergent world views, which invariably affect their understanding of Mathematics. Throughout the ages misconceptions were inextricably part of natural science in general and Mathematics in particular. During modern times, since the 1960s, Boyd has paved the way for reflection regarding misconceptions in natural scientific teaching by using the term "unfounded beliefs", and the attention was actively drawn to the problems surrounding misconceptions. Terms now mostly used as synonyms for misconceptions are conceptual framework, alternative frameworks, and alternative conceptions...

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Naidoo, Jayaluxmi. "Exploring master teachers' use of visuals as tools in mathematical classrooms." Thesis, 2011. http://hdl.handle.net/10413/8534.

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The teaching and learning of mathematics has presented a great challenge for mathematics educationalists over many decades. Researchers have been searching for new strategies and techniques for improving the understanding of abstract mathematical concepts. With the current changes in the mathematics curriculum in South Africa, it is important to ensure that no learner is left behind in the pursuit to produce mathematically literate learners nationally. Teachers are encouraged to teach a common curriculum so that all learners have equal opportunities of attaining success in a democratic society in any chosen field. Some teachers achieve mathematical success easily while others struggle to achieve similar outcomes. Whilst we acknowledge that teachers ought to emulate the practices of other good teachers, we often do not seek explanations of what makes a teacher effective and how they achieve success in a classroom. As can be conceived, apart from probing teachers’ content knowledge, it is necessary to know how this knowledge can be used for optimal results in the course of teaching within the diverse South African classroom. In other words, it becomes necessary to interrogate the teacher’s pedagogical content knowledge because of the uniqueness of the South African context. It is for this reason that an in-depth study was done to explore Master teachers’ use of visuals as tools within mathematics classrooms. This study focused on six experienced mathematics teachers or Master mathematics teachers. These teachers were selected from six Dinaledi schools located in KwaZulu- Natal. The schools catered for learners from multicultural and multiracial backgrounds. Activity theory was used as a framework to locate the study. Each activity system was interrogated within an interpretivist paradigm. Data was collected using six methods and five research instruments.
Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2010.

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Mnisi, S. "Exploring a teaching strategy using clicker mobile technology for active learning in undergraduate mathematics classes." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001821.

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D. Tech. Education
The study reports on a teaching strategy for active learning using clicker mobile technology with mathematics students. The study focuses on the large class groups, poor class attendance and lack of student participation. It also focuses on lack of immediate feedback on student learning throughout the lesson and the insufficient time for regular formative assessment.

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Van, Laren Linda. "Starting with ourselves : addressing HIV and AIDS education through integration in a South African pre-service teacher mathematics education curriculum." Thesis, 2008. http://hdl.handle.net/10413/839.

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Chiu, Hsuan-Wei, and 邱宣瑋. "The Effect of Teaching Activity integrated with the Teaching Aids System for Basic Academic Competence in Elementary Mathematics on the learning achievement of the Speed Unit for Sixth Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/e4zbzy.

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碩士
國立臺中教育大學
教育資訊與測驗統計研究所碩士在職專班
103
The purpose of this study is to design a teaching activity integrated with “The Teaching Aids System for Basic Academic Competence in Elementary Mathematics” (TASBACEM), and to analyze how such aids affect students’ learning in the “Speed” unit. Non-equivalent pretest-post test design is used and the sample size is 81 sixth graders from three classes in Taichung City. One class is assigned as the experimental group, which is instructed with the TASBACEM, while the other 2 classes are assigned as the control groups, which are instructed with traditional lecturing and e-textbook respectively. After the instructions are done, students’ performances in the achievement test on the “Speed” unit are first evaluated, and then the effects of the TASBACEM on the students’ performances among three score levels (high, medium, and low), and between different genders are also analyzed. Finally, a survey on how satisfied students in the experimental group are toward the teaching activity integrated TASBACEM is conducted. The results are as follows: 1. Test performances of the experimental group are better than those of the control groups in the “Speed” unit. In other words, the teaching activity integrated with TASBACEM is more effective than both traditional lecturing and instructions using e-textbook. 2. In the experimental group, there is no significant difference in the effect of the integrated TASBACEM on genders. 3. In the experimental group, significant progresses are found among students of all three score levels. 4. Positive responses are given by most of the students receiving the course integrated with TASBACEM.

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Li, Shiau-Fang, and 李曉芳. "A Study of the Influence of Learning Attitude and 5C Key Capabilities by Applying Digital Teaching Aids－An Example from Mathematics Teaching in a Junior High School in Taitung." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q6b254.

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碩士
樹德科技大學
資訊工程系碩士班
106
In the past few decades, teachers in most schools used didactic teaching and students lacked motivation to learn. It is hoped that this study can be used as a reference for teachers at the teaching site. The integration of digital teaching aids is used to enhance students'' learning motivation and foster the 5C key capabilities of students. This study adopts a quasi-experimental research method and uses questionnaires and student interviews to conduct surveys. There are 26 seventh grade students in this study from a selected junior high school in Taitung City. These students were taught by traditional mathematics teaching method at first semester. In the next two and a half years, digital teaching aids are integrated into teaching. Finally, collect the data and conduct paired sample t-test analysis. To explore whether there are significant differences in student learning attitudes and 5C key capabilities after applying digital teaching aids to mathematics teaching. At last, some specific suggestions were made according to these results. Results of the study found that: 1.Integrating digital teaching aids into math teaching helps to enhance students'' learning attitude. 2.Integrating digital teaching aids into math teaching helps to enhance students'' 5C Key Capabilities. 3.Students hold a positive attitude to teacher''s use digital teaching aids in the math teaching curriculum.

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"The use of educational video (EV) to facilitate learning of mathematics education in grade ten : a case study of two secondary schools in Durban KwaZulu-Natal province in South Africa." Thesis, 2008. http://hdl.handle.net/10413/1074.

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The integration of technology into teaching and learning has come as new in education. It is a shifting of paradigm from one way of educational thinking to the other. Before entering their classrooms for the first time students already have been using technology devices and educators’ cannot ignore this facts. The South African Ministry of Education has responded to this issue by designing implementation strategies and has mandated all schools in the country to have integrated Technology in the curriculum by 2013. The study anticipated to understand how Educational Video (EV) is used to facilitate learning of mathematics in two Secondary schools in Durban, KwaZulu-Natal Province. The underlying principle was to ascertain the challenges educators encounter in facilitating teaching and learning of mathematics, using EV in two secondary schools in Durban, KwaZulu-Natal Province. A qualitative research approach and case methodology were used to explore these experiences of educators in mathematics instruction. Semi-structured interviews, classroom observations and documents review methods were used to collect data that were analysed and discussed, using the principles of Engagement and Activity theories. Four purposively selected educators and ten grade ten students were interviewed and their mathematics lessons observed. The findings indicated that the integration of video in teaching and learning appears to assist both learners and educators in two schools, and the educators from the two Secondary Schools in Durban, KwaZulu-Natal Province have shown to be comfortable with its use in facilitating mathematics instruction for it enables authentic and higher order thinking in learners by engaging them in complex tasks within collaborative learning contexts. Issues of professional empowerment financial support, and lack of materials, delay the integration of EV in two schools. This would be solved easier if all stakeholders in the education sector were effective in their individual roles for the betterment of education in the whole country.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

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Smith, Karen Clark. "The relationship of teacher role characteristics, staff development, and school climate to the use of manipulatives in primary grade mathematics." Thesis, 1990. http://hdl.handle.net/1957/37448.

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A review of the literature revealed that there are many variables that influence teachers' instructional practices. These influential variables fall into three categories: those related to the teacher, which are referred to in this study as teacher role characteristics; those related to the inservice education activities of teachers, referred to as staff development variables; and those related to the teachers' individual teaching situations, referred to as school climate variables. It was hypothesized that there may be variables that are related to the use of manipulatives for mathematics instruction by primary grade teachers. Nineteen independent variables in the three categories were studied. In order to investigate the hypotheses, a population of teachers was located in eight school districts outside of but within a sixty-mile radius of Corvallis, Oregon, and a sample was drawn from those teachers having some specialized training in the use of manipulatives beyond their initial teacher certification college coursework. One hundred eighty teachers were mailed a survey instrument, designed and field-tested by the researcher, whose purpose was to determine amount of manipulatives use. Following the completion of this survey, there were 145 participating teachers who were then sent a questionnaire, designed and field-tested by the researcher, which Pearson correlations were calculated for the variables based on continuous data and one-way analysis of variance was computed for the variables based on categorical data. Multiple regression analysis was then performed on the three independent variables that were statistically significant at the .05 level. A teacher's attitude toward the usefulness of manipulatives training, his/her current teaching beliefs (child-centeredness), and perceived attitude of students' parents were all highly correlated with manipulatives use. In the final regression model, each of these three variables made a unique contribution for explaining the variance in teachers' use of manipulatives. Other variables that may also have some relationship to the use of manipulatives included: quality of manipulatives training, follow-up from initial manipulatives training, and perceived response from students.
Graduation date: 1991

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Dissertations / Theses on the topic 'Mathematics teaching aids'

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