Dissertations / Theses: 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers'

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Tutuncu, Sumeyra. "Elementary Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615542/index.pdf.

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The purpose of this study was to examine elementary teachers&rsquo
and elementary mathematics teachers&rsquo
perceptions of mathematically gifted students in terms of teachers&rsquo
gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo
perceptions of mathematical giftedness, the instrument called as Teachers&rsquo
Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo
TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo
scores regarding this dimension were higher than those of elementary mathematics teachers.

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Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.

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Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students’ preexisting ideas relevant to the nature of learning and teaching stem from experiences in their schooling, life, and formal classes. Specifically, related to mathematics, these experiences often reflect the difficulty in learning mathematics, fear of mathematics, and consequently, a dislike for the subject (Abell et al., 2010; Wilson, 2014). These preconceived beliefs influence how preservice teachers (PSTs) perceive subject matter. Beliefs also impact the decisions they make about teaching and learning mathematics. In this exploratory descriptive case-study I investigated in what ways three PSTs describe their experiences as K-12 mathematics learners, how the PSTs perceive their abilities to teach mathematics prior to participating in an introductory elementary mathematics methods course, how the PSTs perceive their abilities to teach mathematics after participating in an introductory elementary mathematics methods course, and what catalysts, relative to their experiences, do the PSTs consider noteworthy in the development of their beliefs and concurrent pedagogy about teaching mathematics to elementary students. I utilized constant comparative methods (Strauss and Corbin, 1998; Denzin and Lincoln, 1994; Strauss, 1987; Miles and Huberman, 1984) to analyze the data and identify overarching themes related to the goals of the study.

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Kofa, Linda. "Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4645.

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Abstract Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change.

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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.

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Graham, Joanne M. "Elementary inservice and preservice teachers' perceptions of the current mathematics reform movement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35401.pdf.

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Varajic, Sandra Mujagic. "Elementary Teachers' Perceptions of Practices and Professional Development for Differentiating Mathematics Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4407.

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Teachers and administrators in a Title I elementary school in a southeastern state are concerned that there has been a trend over the past 3 years of declining standardized assessment scores in mathematics for students in Grades 3, 4, and 5. The purpose of this qualitative case study was to explore teachers' perceptions of practices, and professional development (PD) for differentiating mathematics instruction. This study was grounded in the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction (DI). Purposeful sampling was used to select 8 teachers and 1 mathematics coach, who worked with students in Grades 3, 4, and 5 at the target school. Data were collected through interviews and classrooms observations with participants. Open coding and thematic analysis were used to identify emergent themes from the data. The key findings were that, while some teachers attempted to differentiate mathematics instruction for struggling students, the participants felt they needed more PD related to specific strategies for differentiation and more planning time to collaborate with other educators in order to implement differentiated instruction effectively for all students. In response to these findings, a PD project was created for teachers in Grades 3, 4, and 5 to involve them in construction of a variety of strategies for planning and implementing differentiated instruction in mathematics. Positive social change might occur when teachers feel supported by the district to schedule ongoing opportunities to collaboratively plan and implement effective differentiated mathematics instruction to advance students' mathematics achievement in the local Title I school.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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Stephenson, Robert Louis. "Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3840.

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The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

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BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.

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Bryant, Lastarra Latoia. "Exploring Fifth Grade Teachers' Perceptions of Math Instructional Practices." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6881.

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Even though a school in Southern Virginia had been utilizing a variety of manipulatives, calculators, and computers to transition students through the concrete-representational-abstract (CRA) sequence; students did not meet the state proficiency requirement on the standardized math assessment. A qualitative descriptive case study design, grounded in Bruner's learning theory on the modes of representation, was utilized to explore fifth-grade teachers' perceptions of their math instructional practices. The central question was about 5th-grade teachers' perceptions of utilizing a wide variety of manipulatives, calculators, and computers to transition students from concrete understandings to pictorial representations before they embark upon abstract concepts. Data were collected through observations, interviews, and archival data. The data were analyzed through thematic analysis and coded through the constant comparison approach. The data collection revealed that the 4 participants were utilizing a wide variety of manipulatives, calculators, and computers to transition students through the CRA sequence; however, the teachers were unable to teach students to a level of mastery due to various barriers. The study's findings suggest that the research site would benefit from a three-day professional development plan, created to address the lack of teaching to mastery. This study will contribute to positive social change because it addressed the math achievement gap that is widening in America. This study's findings could benefit local, district, and state stakeholders as the project addresses teaching students to the appropriate cognitive levels to prepare for lifelong learning in mathematics, as well as for standardized assessments.

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Hurlbut, Amanda Renee. "Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804928/.

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Response to intervention has become a widely implemented early intervention and pre-referral program in many schools due to the reauthorization of the 2004 Individuals with Disabilities Education Act. Limited studies exist that validate how teacher preparation programs are preparing the next generation of teachers to assess students, apply early academic interventions, monitor progress, and make educational decisions for students with learning difficulties as part of an RTI program. The purpose of this study was to examine elementary pre-service teachers’ perceptions and experiences in a mathematics intervention project (MIP), as part of a university mathematics methods course as related to RTI practices. Data were collected from multiple sources, including: Seidman’s three-step interview series with pre-service participants and course instructors, document analysis of the Mathematics Interactions Project (MIP) students’ responses, mathematics methods course syllabi, and observations of the mathematics methods course instruction. Haskell’s transfer theory was used as the framework from which to analyze the data. It was assumed that if a majority of the 11 principles of meaningful transfer were addressed, higher levels of transfer from university instruction to intervention instruction would be observed during the MIP. Findings indicate differences in RTI understanding according to elementary education degree plan. Candidates in the English as a Second Language (ESL) program did not demonstrate a strong foundational understanding of RTI, evidenced by a lower level of transfer about RTI. Alternately, pre-service teachers in the special education degree plan had a stronger foundational knowledge of RTI, discussed how RTI learning was supported, and had more experiences to implement RTI (principles 1, 7, and 9). Pre-service teachers in the Special Education (SPED) certification degree plan demonstrated a higher level of transfer since more of the principles were met; this was foundational in Haskell’s transfer theory. Implications are that elementary education programs, and particularly projects such as the MIP, should focus explicitly on RTI practices, as these are increasingly necessary in the field of elementary education practice.

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Cason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large university in Texas enrolled in the final year of their educator preparatory program. This research shows that as a result of integrating hip-hop pedagogy in the mathematics methods course, teacher candidates had increased knowledge and more positive perceptions of hip-hop culture, and they demonstrated a greater willingness to integrate hip-hop pedagogy in their future classrooms.

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Bulut, Aykut. "Investigating Perceptions Of Preservice Mathematics Teachers On Their Technological Pedagogical Content Knowledge (tpack) Regarding Geometry." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614704/index.pdf.

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The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo
technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo
technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo
perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo
perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.

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Bryant, Dean Rochelle. "Middle School Teachers' Perceptions of Instructional Coaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6531.

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Instructional coaching, a multifaceted form of job-embedded professional development in education, is widely spreading across the United States as a means of improving staff performance and student learning. The problem was that there was a decrease in 8th grade student achievement in mathematics in this school district. The purpose of the intrinsic qualitative case study was to examine the perceptions and experiences of middle school math teachers about the role of instructional coaches in supporting math instruction. Maslow's hierarchy of needs and Knowles' andragogy adult learning theories formed the conceptual framework that guided this study. The research questions focused on mathematics teachers' perceptions of the role of instructional coaches and their experiences working with coaches. A case study design was used to capture the insights of 5 mathematics teachers through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a peer audit. The findings revealed 5 themes: collaboration, observations with feedback sessions, data analysis sessions, professional development, and student achievement. A professional development project was created to provide and improve collaborative skills between teachers and instructional coaches. This study has implications for positive social change through the creation of a plan to build stronger teacher-coach connections to improve student learning opportunities.

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Isler, Isil. "Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609807/index.pdf.

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The purpose of this study was to investigate primary school and mathematics teachers&rsquo
efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo
efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehir, Bolu, Ankara and Istanbul. The questionnaire administered to participants was adapted by the researcher throughout the study. Results of exploratory factor analysis suggested six dimensions: Utility and Impact of the Curriculum, Impact of the Curriculum regarding Efficacy Beliefs, Efficacy Beliefs regarding the New Curriculum, Utilization of Curriculum, Utilization of Special Techniques, and Teachers&rsquo
Sense of Efficacy. The results of the MANOVA analysis indicated that teachers&rsquo
area of certification and experience had a significant role on the collective dependent variables, while number of students and gender did not. Analysis further revealed that primary teachers had significantly stronger efficacy beliefs about the new curriculum than mathematics teachers. Moreover, teachers with 11-15 and 21 and more years of experience were significantly found to perceive a higher utilization of special techniques than teachers with 10 years or less experience. In a similar sense, teachers with 16-20 years of experience were found to have a significant higher perceived utilization of special techniques than teachers with 5 years or less experience.

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McLeman, Laura Kondek. "A Study of Prospective Elementary Teachers' Perceptions and Reflections while Investigating Children's Thinking in a Mathematics for Teaching Course." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194027.

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Teacher educators use children's thinking activities as a means to prepare prospective teachers to teach mathematics. Research in methods courses and student teaching practica has shown these types of activities help prospective teachers deepen their own mathematical knowledge as well as better understand how children think. This study investigates prospective teachers' perceptions in a mathematics for teaching course when using children's thinking activities. Specifically, this study documents how four case study students perceived of the activities, their own and children's mathematical thinking, and the role of language in mathematics teaching and learning.Observations, interviews, and written class work were analyzed through the generation of themes within and across cases. It was found that all of the participants perceived the children's thinking activities as beneficial to providing insight into how children think mathematically. In contrast, two of the four participants did not perceive the activities as supportive of their own mathematical learning. However, the participants' reflections, both on children's mathematical thinking and their own, showed that all participants grappled with important mathematical concepts. Specifically, through consideration of their own thinking, children's strategies, and children's understanding, participants discussed the fractional whole, the meaning of operations, and connections among strategies, among other topics. This difference between how the participants perceived the use of children's thinking activities and what was evidenced through their reflections suggests that participants might have felt a stigma in studying elementary mathematics.While the participants did not often reflect on the role of language in teaching and learning mathematics, they did articulate various ideas regarding language and mathematics, in particular regarding the instruction of English Language Learners (ELLs). They discussed ways to help ELLs acquire mathematical language, which three participants saw as more than just vocabulary. All participants also thought it was important for children to express their mathematical understanding. However, two participants seemed to conceive of a unique way to express that understanding. This finding suggests that prospective teachers need to be critically exposed to literature regarding mathematics instruction of language-minority children.

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Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.

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In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles's andragogy and Piaget's cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers' knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance.

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Gold, Lindsay A. "Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168.

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Henry, Joye. "Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5474.

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Walden University College of Education This is to certify that the doctoral study by Joye Elfreda Henry has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Gloria Jacobs, Committee Chairperson, Education Faculty Dr. Jerita Whaley, Committee Member, Education Faculty Dr. Mark Earley, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018

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Leung, Wai-fun Mabel, and 梁慧芬. "Hong Kong teachers' perceptions and implementation of a project approach in mathematics teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2772640X.

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Williams, Theresa D. "High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2277.

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In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

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Alqallaf, Nadeyah. "Mathematical teachers' perception| Mobile learning and constructing 21st century collaborative cloud-computing environments in elementary public schools in the State of Kuwait." Thesis, University of Northern Colorado, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113607.

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The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers’ ability to create an M-learning environment. Furthermore, this study sought to understand teachers’ perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait.

Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology.

Quantitative analysis was utilized to examine elementary mathematics teachers’ perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software.

Qualitative content analysis was used to understand teachers’ perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers’ perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators’, parents’, and students’ perspectives.

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Blackmon, Phyllis Ann. "A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.

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This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

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Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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This study analyzes the preservice elementary mathematics teachers&rsquo
self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.

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26

Schwerdtfeger, Sara. "Elementary preservice teachers’ and elementary inservice teachers’ knowledge of mathematical modeling." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35730.

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Abstract:

Doctor of Philosophy
Curriculum and Instruction Programs
Sherri L. Martinie
This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through the Common Core State Standards (NGACBP & CCSS, 2010). According to Ellis and Berry (2005), the recommendation for teachers to think differently about teaching mathematics includes more comprehensive knowledge of mathematics continuing beyond rote facts, skills, and procedures. Although preservice teachers and inservice teachers vary in teaching experience, their knowledge in mathematical modeling may be similar as, quite possibly, neither had explicit instruction during their elementary education programs. In learning and teaching mathematics, the modeling approach can be useful by directing the focus on creating generalizable and reusable relations rather than solving a particular problem (Doerr & English, 2003). This survey research, tailored design method employed a brief online survey to a convenience sample of preservice and inservice elementary teachers to gain information about their knowledge of mathematical modeling in the elementary school classroom. For the purposes of this research, the definition of mathematical modeling was applying mathematics to real world problems with the purpose of understanding the problem. This study used non-experimental, survey research to determine if there was a statistical significant difference between preservice teachers’ and inservice teachers’ knowledge of mathematical modeling. Independent t-tests were used to determine there was no statistical significant difference in elementary preservice teachers and elementary inservice teachers knowledge of mathematical modeling. Another aspect of this research was to determine if any variables were able to predict the preservice or inservice teachers’ knowledge of mathematical modeling. Multiple regression was used to determine the variables of years of teaching experience, grade level currently taught, or type of school in which teaching occurs did not have any predictor aspects of knowledge of mathematical modeling. ANOVA was used to determine there was no relationship between preservice and inservice teachers’ perceived knowledge of mathematical modeling and their actual knowledge of mathematical modeling

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27

Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.

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Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers&rsquo
use of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.

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28

Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.

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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo
(PEMTs&rsquo
) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo
SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo
end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo
s and Pintrich&rsquo
s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo
lesson planning process&rsquo
reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo
SRL strategies.

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29

Alpaslan, Mustafa. "Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613610/index.pdf.

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The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers&rsquo
knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtained from 1593 prospective teachers who were enrolled in first, second, third, and fourth years of Elementary Mathematics Education undergraduate program of nine universities located in seven geographical regions of Turkey through clustered random sampling. The scales used in the data collection were Knowledge of History of Mathematics (KHM) Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire. The two-way ANOVA results clarified that prospective teachers&rsquo
knowledge of history of mathematics improved as the years enrolled in the program increased. Results also revealed that males had significantly higher mean scores on KHM Test than females in the first two years of the program. In the third and fourth years, this situation reversed such that females had higher KHM mean scores, but this difference was not statistically significant. Results also showed that prospective teachers&rsquo
ABHME mean scores increased as years of enrollment in the program increased. More clearly, senior prospective teachers&rsquo
relevant mean scores were significantly higher than that of freshmen and sophomores, and juniors&rsquo
attitudes and beliefs were significantly higher than that of freshmen. In addition, females&rsquo
ABHME mean scores were significantly higher than that of males for all years. Lastly, a positive correlation between prospective elementary mathematics teachers&rsquo
KHM mean scores and ABHME mean scores was found through Pearson product-moment correlation analysis.

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30

Ucar, Nihan. "Elementary School Teachers&#039." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608381/index.pdf.

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The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kirikkale, Malatya and Ankara in the 2006-2007 academic year. &lsquo
Opinions about Assessment Questionnaire&rsquo
was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. The results showed that, teachers did not have negative views towards the implementation of the new assessment techniques in mathematics lessons. However, they needed support from curriculum experts about more suitable implementation of the assessment process. To assess the effects of teaching experience, class size and grade level they teach on the views of the teachers about their implementation of assessment techniques recommended in new mathematics curriculum, the Univariate Analysis of Variance was used. The results revealed that the opinions of the teachers about their implementation of assessment techniques offered in new mathematics curriculum did not show any significant difference according to the experience of the teachers, class size and grade level teachers teach.

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31

Antonelli, Sabrina. "Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State." Thesis, Johnson & Wales University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865988.

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Educators are now charged with instructing students who are growing up in a digital environment (Hsin, Li & Tsai, 2014). Students need access to 21st century learning environments that incorporates technology use, especially in mathematics (Darling-Hammond, Wilhoit & Pittenger, 2014). Unfortunately studies show that technology integration is happening least in mathematics compared to other subject areas (Howard, Chan, & Caputi, 2015a; Howard, Chan, Mozejko & Caputi, 2015b; Howard, Chan, and Caputi, 2014). Moeller and Reitzes (2011) found that according to a National Center for Education Statistics study, only 23% of K-12 teachers feel prepared to integrate technology into instruction.

The purpose of this sequential explanatory mixed methods study was to investigate and explore teacher perceptions regarding technology knowledge, content knowledge, pedagogy, and preparedness to implement technology integration in mathematics instruction in elementary teachers in an urban ring district in a northeast state.

This study addressed the following research questions: 1. How do elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the following components of the Technological Pedagogical and Content Knowledge (TPACK) framework: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), technological pedagogical content knowledge (TPACK), and models of TPACK related to preparedness? 2. Is there a significant difference in how elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the components of the Technological Pedagogical and Content Knowledge (TPACK) framework by the following demographics: gender, age and years of teaching experience? 3. How do elementary teachers describe their perceived technology knowledge, content knowledge, pedagogical knowledge, and preparedness to implement technology integration as they relate to mathematics instruction?

The major themes that emerged from this study included limited teacher mathematics knowledge because mathematics instruction and expectations for understanding are different today than in the past; and teachers did not feel like they were supported or prepared well to integrate technology into mathematics instruction. Administration and teacher educators may benefit from knowing teachers feel a need to be supported in mathematics conceptual knowledge, problem solving and technology integration.

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32

Morris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.

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Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors, this study investigated factors that contributed to teacher attrition and retention, as well as strategies used to improve retention of novice teachers. Nine novice teachers employed at the local site participated in e-mail interviews. Participants provided their perception of factors that influenced their decision to remain or stay in the profession. Data were analyzed with an emphasis on seeking emerged themes through the process of open coding. Data analysis revealed a gap in the level of support from mentors and administrators that affected novice teachers' professional growth, as well as their decision to leave or stay in the profession. Participants listed incentives, acknowledgment, and training as the primary strategies for retaining teachers. The findings led to the creation of a professional development program. This study contributes to positive social change by providing educators a deeper understanding of the problem of teacher attrition and by identifying strategies to manage teacher turnover to improve retention efforts.

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33

Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.

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This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic information sheet, questionnaire items, and non-routine mathematics problems. The results of the study showed that in general the pre-service elementary mathematics teachers indicated positive beliefs about mathematical problem solving. However, they still had several traditional beliefs related to the importance of computational skills in mathematics education, and following predetermined sequence of steps while solving problems. Moreover, a number of pre-service teachers appeared to highly value problems that are directly related to the mathematics curriculum, and do not require spending too much time. Also, it was found that although the pre-service teachers theoretically appreciated the importance and role of the technology while solving problems, this belief was not apparent in their comments about non-routine problems. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers&rsquo
beliefs showed significant difference when the universities attended was concerned.

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34

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

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The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo
views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.

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35

Avcu, Seher. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614012/index.pdf.

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The purpose of this study was to investigate the prospective elementary mathematics teachers&rsquo
use of strategies and their achievement levels in solving mathematical problems with respect to year level. The data were collected from 250 prospective elementary mathematics teachers enrolled in an elementary mathematics education program from a state university in Central Anatolian Region. Problem Solving Test (PST) was used to accomplish the purpose of the study. The data collection tool adapted by the researcher included nine open ended problems. In this study, item based in-depth analysis was employed to determine a variety of problem solving strategies used by prospective teachers.The frequencies and percentages of categories were gathered for each item and for each year level. The results of this study revealed that prospective elementary mathematics teachers&rsquo
problem solving achievement was moderately high. Prospective elementary mathematics teachers in each year level were able to use various problem solving strategies to a certain extent. More specifically, the results indicated that &lsquo
making a drawing&rsquo
and &lsquo
intelligent guessing and testing&rsquo
strategies were among the most prominent strategies frequently used by prospective teachers. Setting up an equation and using a formula was other strategies used by prospective teachers. On the other hand, finding a pattern strategy was the least frequent strategy used by prospective teachers.

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36

Piskin, Mutlu. "Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611893/index.pdf.

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The main purpose of the study was to investigate pre-service elementary mathematics teachers&rsquo
personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo
efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo
efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo
self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo
learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction.

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37

Eroglu, Deniz. "Examining Prospective Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614005/index.pdf.

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The purpose of this study was to investigate the prospective teachers&rsquo
knowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the &ldquo
Fraction Knowledge Questionnaire&rdquo
were analyzed in-depth in order to reach a detailed description of prospective teachers&rsquo
knowledge about students&rsquo
mistakes on fractions. The results of this study revealed that prospective elementary mathematics teachers mostly could identify the students&rsquo
mistakes. However, although prospective teachers could notice the students&rsquo
mistakes, they could give superficial reasons for these mistakes. Furthermore, verbal explanations, using area representation, using real life model, reviewing prior knowledge, teaching standard algorithm, asking guided questions, using simple examples, using counter examples, using drill and practice, making students aware of their mistakes, and increasing students&rsquo
motivation were the suggested strategies by prospective teachers in order to overcome students&rsquo
mistakes in fractions.

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38

Ilgun, Munevver. "An Investigation Of Prospective Elementary Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615447/index.pdf.

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The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misconception Questionnaire to 12 senior prospective elementary mathematics teachers studying at faculty of education in Sakarya and through semi-structured interviews conducted with those prospective teachers. None of the participants provided correct answers to items addressing misconceptions regarding time axis fallacy and compound event. Furthermore, less than half of the participants provide the correct answer to items handling misconceptions regarding conditional probability, effect of sample size, conjunction fallacy and representativeness. Also, in this study, reasons behind those misconceptions were determined. Particularly, focusing on the first event was found to be a reason underlying time axis fallacy misconception. Also, another reason behind this misconception was misinterpretation of the problem, which also resulted in misconception regarding conditional probability. Furthermore, focusing on the ratio was found to be a reason underlying misconception regarding effect of sample size. Several participants solely focused on the narrative, which lead to misconception regarding conjunction fallacy. Moreover, seeking representativeness in samples was found to be a reason underlying misconception regarding representativeness. Lastly, in this study, it was found that ignoring order of outcomes resulted in misconception regarding compound event.

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39

Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.

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This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.

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40

Stewart, Olwen Suzette. "Teachers' Perceptions of Differentiated Instruction in Elementary Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2241.

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Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk students. The research questions focused on the perceptions of teachers and reading coaches about instructional interventions and differentiated instruction. The participants were classroom teachers and reading coaches with 2 or more years of teaching experience in grades 3-5. A case study design was used to capture the insights of 7 participants through interviews and school district public artifacts. Emergent themes were identified from the data through open coding and findings were developed and validated. The findings indicated that at-risk students benefit from (a) dedicated, caring teachers; (b) strong stakeholder support; (c) on-going professional development; (d) opportunities for teacher collaboration; and (e) effective differentiated instructional strategies. Implications for social change include increased instructional effectiveness for teachers that improve academic performance of at-risk students.

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41

Kadakia, Geeta Gupta. "Elementary Teachers' Perceptions of the Effectiveness of Coteaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4068.

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In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit students with disabilities.

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42

Maddox, Christopher. "Elementary (K-5) Teachers' Perceptions of Differentiated Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/324.

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Differentiated instruction is a pedagogical method used by classroom teachers to enhance student learning. Researchers have described how students benefit from differentiated lessons, but have not explored the relationship between teachers' perceptions of differentiation and student success. This gap is problematic because teachers' instruction directly affects student achievement. The purpose of this hermeneutic phenomenological study was to explore how elementary (K-5) teachers define, familiarize, use, and perceive differentiation. The conceptual framework was rooted from a synthesis of ideas found in current refereed literature, and the educational concepts and constructionist theories of Piaget and Vygotsky. Purposeful sampling identified 12 participants for individual or focus group interviews. Data were analyzed through an interpretative analysis of open, axial, and selective coding; interpretations were subject to member checking to bolster trustworthiness. The findings revealed that teacher participants understood the textbook definition of differentiated instruction and focused on student grouping to create differentiated classrooms. Despite that understanding of differentiation, participants perceived differentiation as time consuming and challenging due to a lack of materials and diverse populations. Implications for social change focus on mindset and instruction. Administrators and teachers may use these findings to broaden the definition of differentiation. Furthermore, teachers may use this study to gain insight of their personal perception of differentiation, identify materials, and commit to improved pedagogical practices that focus on its versatility in classrooms and improve student learning. Teachers may consider the participants' experiences and change their own existing classroom environments, thus improving student successes.

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43

Stapelton, Kelly, and Lori T. Meier. "Elementary Teachers’ Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5886.

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This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents' desires for school counselors to focus on the severe emotional and behavioral needs of students.

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44

Davis, Christen M. "Elementary Teachers' Perceptions of Administrators and Job Satisfaction." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363120.

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45

Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.

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46

Kim, Rina. "South Korean elementary teachers' knowledge for teaching mathematics." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104388.

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Thesis advisor: Lillie Richardson Albert
The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary teachers' knowledge for teaching affects students' learning, eleven South Korean elementary teachers volunteered to participate in this study. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. A notable conclusion of this study is that Pedagogical Content Knowledge might not be the sum of the other categories of knowledge for teaching mathematics. These findings may be connected to results from relevant studies in terms of the significant role of teachers' knowledge in their mathematics instruction. This study contributes to the existing literature in that it provides empirical bases for understanding teachers' knowledge for teaching mathematics and reveals the relationship among categories of knowledge for teaching mathematics
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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47

Dogan, Sumeyra. "An Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610673/index.pdf.

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The purpose of this study was to investigate the nature of changes in preservice elementary mathematics teachers&rsquo
views and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers&rsquo
views and reflections about instruction, assessment, and classroom management issues in elementary mathematics classes based on their observations in School Experience I and School Experience II courses. The sample consisted of 19 pre-service elementary mathematics teachers from a teacher education program at Middle East Technical University (METU). Pre-service elementary mathematics teachers involved in this study made their observations in their cooperating schools for 3 months during the spring semester of 2004-2005 academic year and the fall semester of 2007-2008 academic year. The data were collected by means of their School Experience I and School Experience II course reports. The results indicated that although there was commonality in the views and reflections of pre-service elementary mathematics teachers&rsquo
about instruction, assessment, and classroom management issues in elementary mathematics classes, there were differences in their knowledge in the way they perceive instruction, assessment, and classroom management as they progressed through their education. In other words, when School Experience I course reports were compared with School Experience II course reports, pre-service teachers perceived the mathematics instruction as more student-centered and they gave more importance to the alternative assessment strategies in their School Experience II course reports. Furthermore, they defended more positive classroom management methods in their School Experience II course reports.

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48

McGuire, Joan Feld Klass Patricia Harrington. "Illinois elementary teachers' perceptions of 1988-89 induction year activities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101120.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 9, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph A. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 129-137) and abstract. Also available in print.

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49

Roselle, Daryl C. "Elementary Principals' Perceptions of Conflicts with Teachers in Elementary Schools: A Phenomenological Study." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/86.

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The purpose of this phenomenological study was to examine the lived experiences and perceptions of principals in elementary schools regarding conflicts with teachers. In addition, this dissertation focused on four social science theories to analyze the findings of this study including: systems, social constructionism, symbolic interactionism, and functionalism. Through this five chapter dissertation, the researcher examined the lived experiences and elementary principals’ perceptions and 1) explored the root causes of conflicts among teachers and principals, 2) determined the challenges these principals face with teachers, 3) gathered reasons why the phenomenon has been overlooked, 4) examined the power of negative emotions within the conflict process among principals and teachers, and 5) analyzed conflict resolution approaches used by principals when addressing teacher conflicts. From the study, five major themes were identified. In addition, three objectives governed this study. The first objective was to provide an understanding of the lived experiences of conflicts among principals and teachers from a principal’s perspective. The second objective was to explore perceptions of principals about the impacts of conflicts between principals and teachers on students. The third objective was to gain knowledge that will contribute to more effective ways to address conflicts between principals and teachers. This study concluded with providing both theoretical and methodological implications for future research studies along with recommendations for principals on ways to manage conflict with teachers.

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50

Schreiner, Deborah Jolyn. "Teacher evaluation: Perceptions of elementary school teachers and principals." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187302.

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This dissertation was developed to examine the perceptions of elementary school teachers and their principals regarding teacher evaluation. The study gathered data concerning attitudes toward current evaluation practices as well as perceived ideal practices. A survey instrument was designed and distributed to elementary school teachers and principals in sex selected public school districts in a selected county in Arizona. A total of 159 teacher surveys and 11 principal surveys were used for the data analysis. The participants were asked to respond to 20 questions for both their current situation and perceived ideal situation of teacher evaluation. These responses were given on a five-point Likert scale and were used to define both an accountability scale and a professional growth scale for perceptions of teacher evaluation. In addition, three open-ended questions required brief written responses regarding strengths and weaknesses of the evaluation system in place in their district. Another eight questions collected demographic data. Both the t-test and the ANOVA were used to determine significant differences between the responses of the two groups. The results of this study revealed that teachers and principals agreed with each other's perceptions of accountability and professional growth as primary purposes of teacher evaluation. Contrasts were noted when responses for each group were compared between the real and ideal scales. Teachers and principals both indicated that an even stronger emphasis be given to accountability and growth. There was a significant difference found between teachers' ideal perception of their level of involvement in the development of evaluation procedures and their perception of the amount of involvement they currently experience. Significant differences were also found between teachers' perceived ideal and real levels of confidence in their evaluator's competence. Additionally, both groups indicated that including feedback from students and peers was a necessary but deficient component in teacher evaluation. Demographic variables had no significant influence on the perceptions of either teachers or principals with regard to teacher evaluation. Overall, both teachers and principals perceived their current evaluation procedures less favorably than their perceived ideal practices of evaluation. Teachers and principals appear eager to discuss and refine evaluation practices.

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Dissertations / Theses on the topic 'Perceptions, Elementary Teachers, Elementary Mathematics Teachers'

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