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Dissertations / Theses on the topic 'Primary Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Sangster, Margaret. "An exploration of pattern in primary school mathematics." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.

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2

Kyriakidēs, Leōnidas. "Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/36105/.

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The thesis reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in Mathematics. Questionnaires were sent to three samples of teachers: a 10% sample of Cypriot teachers randomly selected from the total population (n=257); all teachers in five primary schools (n=51); all beginning teachers (n=123). The latter sample was compared with a sample of English beginning teachers. A response rate of 70% was obtained and statistical analysis was carried out by S

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3

Nivens, Ryan Andrew, Lori Turner Meier, Michael Brikell, and Edward C. Dwyer. "Integrating Mathematics and Reading Fluency Instruction in the Primary Grades." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/297.

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The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children's literature. In addition, students produce an audio compact disk and engage in performance reading in a readers' theater ormat with stick puppets. The strategies presented can be adapted in a variety of learning environments.

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4

Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.

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Thesis (PhD)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through thi

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Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.

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In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking his involvement in a project aimed to assist teachers at the school with their mathematics teaching. In addition to the planned involvement in 1987 of this mathematics educator, the school was also to be a pilot school for the trialling of a strand of the New South Wales Education Department's Draft Mathematics Curriculum and a participating school in the

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6

Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.

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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers invo

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7

Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.

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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and

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8

Alawadhi, Nabil. "The impact of computer use in the development of mathematics teaching in primary education." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5829.

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The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almost all scores. Thus, improving mathematics education in Kuwait is an issue of serious concern. This research focuses on the question of whether mathematics teaching and learning in Kuwaiti primary schools (

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9

Morgan, Geoffrey Robert. "An analysis of the nature and function of mental computation in primary mathematics curricula." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16011/.

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This study was conducted to analyse aspects of mental computation within primary school mathematics curricula and to formulate recommendations to inform future revisions to the Number strand of mathematics syllabuses for primary schools. The analyses were undertaken from past, contemporary, and futures perspectives. Although this study had syllabus development in Queensland as a prime focus, its findings and recommendations have an international applicability. Little has been documented in relation to the nature and role of mental computation in mathematics curricula in Australia (McInt

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10

Long, Caroline. "A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13506.

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Bibliography: p. 101-107.<br>This research project focuses on the "new primary mathematics" curriculum that has been implemented in the schools in the Western Cape over the past six years. The specific question I addressed was, 'What access do teachers have to the regulating principles underpinning the 'new primary mathematics' curriculum". The term "regulating principles" is drawn from the work of Paul Dowling (1993;98). In terms of this research, the regulating principles are the theoretical underpinnings to the new curriculum, which include substantially a theory of learning. I explore acce

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Papadopoulos, Christos. "The use of spreadsheets as a tool for the development of problem solving skills in the mathematics curriculum in a primary school in Cyprus." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/110956/.

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The purpose of this research project is to examine the use of spreadsheets for the development of problem solving skills in primary school pupils. This study is based on the notion that advanced skills of comprehension, reasoning, composition, and experimentation are acquired not through the transmission of facts but through the learner's interaction with content. This constructivist view of learning calls for teaching basic skills within authentic contexts for modelling thought processes. To gather the information 1 needed I worked for three months with a group of 12 pupils (six boys and six

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Keth, Beverley Dawn. "An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003487.

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The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individu

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Corr, Catherine Ann. "Developing understanding and fluency with numbers." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1936.

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This project will provide support for teachers who have solid understanding of math as the goal for the students in their classrooms. Using the district adopted course of study as the foundation, this project will provide a curriculum supplement for the first grade.

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Mereku, Kofi Damian. "A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/698/.

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The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them,

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15

Pennington, Glenda. "A longitudinal cohort study examining the relationship between working memory and UK primary school curricular mathematics." Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/4372/.

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Mathematics is an important skill that is taught to all children in the UK in a structured manner from a very early age. The purpose of this thesis was to examine how working memory (Baddeley & Hitch, 1974a; Baddeley & Hitch, 1994) and UK curricular mathematics are related, if specific components of working memory were more impactful upon performance in mathematics than others, and if we can predict mathematics outcomes using working memory measures. With reference to the influence of working memory on overall curricular mathematics performance, a cohort of 70 children from two primary schools

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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.

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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics D

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17

Alsaadi, Aziza Ahmed. "A Comparison of Primary Mathematics Curriculum in England and Qatar in the light of a Model of Co-construction of Knowledge." Thesis, University of Surrey, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515405.

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Berg, Benita. "Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26127.

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This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform.

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Dudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.

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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Nu

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Moran, Renee Rice. "Supporting Teachers' Use of Nonfiction Text in the Primary Grades Classroom: One Practical Strategy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3589.

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The purpose of this article is to argue for the benefits of using nonfiction text in the primary grades classroom. Readers are provided with a brief theoretical framework which outlines how nonfiction may increase achieve,emt, motivation, and interest for young students. Additionally, practical strategies are included for classroom teachers which work to frontload and support students in the act of processing nonfiction text as well as increase teachers' comfort level with the implementation of a nonfiction unit of study.

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Eastburn, Julie Ann. "THE EFFECTS OF A CONCRETE, REPRESENTATIONAL, ABSTRACT (CRA) INSTRUCTIONAL MODEL ON TIER 2 FIRST-GRADE MATH STUDENTS IN A RESPONSE TO INTERVENTION MODEL: EDUCATIONAL IMPLICATIONS FOR NUMBER SENSE AND COMPUTATIONAL FLUENCY." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77427.

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CITE/Mathematics and Science Education<br>Ed.D.<br>This study was designed to evaluate the effects of a Concrete Representational Abstract (CRA) instructional model on Tier 2 first-grade mathematics students in a Response to Intervention model. Twelve students were instructed three times a week using the Expeditions to Numeracy program. The Test of Early Mathematics Ability-3rd edition results overwhelmingly indicated dramatic student growth. A t-test, which included all twelve students in the study, was found to be statistically significant (t=5.79, p<.01). The effects of a CRA instructional

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23

Suing, Alejandro, and Einsbohr Filippa. "Grundskoleelevers och lärares uppfattning om sin matematikundervisning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29600.

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En vinklad undervisningsform kan vara en bidragande faktor till att svenska elever har fått sämre betyg och resultat på nationella samt internationella prov. Skolverkets datainsamling visar att ungefär 10 200 svenska grundskoleelever har fått betyget F i nationella proven i matematik. Därmed vill vi i denna studie granska och problematisera matematikundervisningen i svenska grundskolan, där vi jämför elevernas uppfattningar med lärarnas, enligt en didaktisk analysmodell. I denna studie undersöker vi elevernas och lärarnas olika uppfattningar i förhållande till ett elevcentrerat perspektiv so

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Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.

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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics t

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Suing, Alejandro, and Filippa Einsbohr. "Grundskoleelevers och lärares uppfattning om sin matematikundervisning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36377.

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En vinklad undervisningsform kan vara en bidragande faktor till att svenska elever har fått sämre betyg och resultat på nationella samt internationella prov. Skolverkets datainsamling visar att ungefär 10 200 svenska grundskoleelever har fått betyget F i nationella proven i matematik. Därmed vill vi i denna studie granska och problematisera matematikundervisningen i svenska grundskolan, där vi jämför elevernas uppfattningar med lärarnas, enligt en didaktisk analysmodell. I denna studie undersöker vi elevernas och lärarnas olika uppfattningar i förhållande till ett elevcentrerat perspektiv so

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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<br>efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo<br>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 particip

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Whittington-Jones, Alexandra. "Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006088.

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In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovement

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Holmström, Elsa. "Tallinjen – en svensk diskurs? : En analys av fyra lärarhandledningar i matematik." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30272.

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Mathematics textbooks are by far the most commonly used didactic tool in classroom teaching. Currently, there is very limited research into how teacher guides, accompanying these textbooks, support the teacher’s work in the classroom. The purpose of the study was to examine to what extent teacher guides support and guide teacher in teaching mathematics. Question raised by the study was – how are variation and concretization addressed in the teacher guides? Variation theory directs focus to critical aspects of the object of learning and can be used as basis to evaluate teacher guides. Concepts

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Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.

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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enric

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吳世華. "關於小學數學活動課程實施的案例研究". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1642175.

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Jooste, Zonia. "Why do learners and teachers experience problems with the concept of zero?" Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006764.

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The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an obse

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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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Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.

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Hus, Hui-Chin, and 許惠琴. "Uncertainty in Mathematics Curriculum Structures for Primary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40152782611842277957.

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碩士<br>大葉大學<br>教育專業發展研究所<br>101<br>This article is aims to explore the relation among uncertainty in math curriculum, student achievement in math, and the difference of practical and predetermined teaching hours for teachers. To establish the required data sample, 523 graduates and 48 teachers of some primary school in Changhua County were selected as the subjects of our study. Firstly, one may apply graph theory and the notion of Novak’s concept map to visualize the structure of curriculum material. Secondly, the uncertainty in one math curriculum structure may be quantified by the so-called S

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Hung, Chungchun, and 洪中鈞. "Relation Between Primary School Students’ Mathematics Achievement And Curriculum Structure." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49063788822714970706.

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碩士<br>大葉大學<br>教育專業發展研究所<br>100<br>The aim of this study is to explore the relationship between the lower graders' math achievement and math curriculum structure. As the study samples, math achievement and teaching hours concerning 523 primary school graduates and 18 teachers respectively were investigated. According to math textbooks and teacher’s manuals reviewed by Ministry of Education, R. O. C. , the curriculum structure graphs for the first four semesters are obtained and their corresponding uncertainties are also computed by using the machinery of entropy. The main results of this st

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Chisu, Cecilia Kutas. "Ethnography of an integrated primary mathematics curriculum in a teacher training school in Hungary." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442025&T=F.

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Lin, Wen-Chuan, and 林文川. "A Case Study Approach to Teachers' Pedagogical Transformation of Mathematics Curriculum in Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dxunqw.

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博士<br>臺北市立大學<br>教育學系<br>104<br>The purpose of this study was to explore the processes and performances of two elementary school teachers’ pedagogical transformation of mathematics curriculum. The main concerns of the study were that（1）what two teachers（Teacher A and B） do in the processes of pedagogical transformation of mathematics curriculum ;（2）how situational contexts of teaching affected the processes of teachers’ pedagogical transformation of mathematics curriculum. A case study was used to investigate the processes of two teachers’ pedagogical transformation of mathematics curriculum. F

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Fan, Li-Ting, and 范立婷. "Applying Functional Mathematics Curriculum to Primary School Students with Moderate and Severe Intellectual Disabilities –Weight as the Case." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74396415076986994998.

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碩士<br>中原大學<br>教育研究所<br>99<br>The purpose of this study was to investigate the effects of applying functional mathematics curriculum to primary students with moderate to severe intellectual disabilities on the concept of weight. The independent variable of this study was the functional weight curriculum which was developed by researcher, including three goals: Learning how to carry or move heavy objects through the concept of weight, comparing the weight of two objects by the use of hands and using tools to measure weight. This curriculum was applied on three primary students, with moderate to

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Tshirangwana, Nobeli Munyadziwa. "An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach." Diss., 2013. http://hdl.handle.net/10500/13820.

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The purpose of this study was to undertake an investigation into the investigation into the management of Grade 3 mathematics curriculum in a Transformational leadership Approach in Johannesburg East public school which is in D9 District of the Gauteng Department of Education. The role of the Leader in the school is to make sure the educative function us carried out to the desired level. Curriculum management referred to the provision of effective leadership and supervision by HOD's and other education managers of the activities of teaching staff in a school in order to maximize the effective

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Thuzini, Mamzwandile Alinah. "An exploration of teachers' experiences in teaching standard four mathematics and science curriculum in second language : a case study in three selected Lesotho primary schools in rural areas." Thesis, 2011. http://hdl.handle.net/10413/5806.

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This study sought to explore teachers' experiences in teaching Mathematics and Science through second language in Standard 4 at rural primary schools in Lesotho. In addressing this purpose, a qualitative case study method of data production was used. The participants were four Standard 4 Mathematics and Science teachers from three selected schools. Qualitative data were collected through individual semi-structured interviews and lesson observations in the classroom. These were analyzed using a qualitative thematic approach. The study is informed by Vygotsky‟s social constructivist theory and S

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Marishane, Matseke Alinah. "Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province." Diss., 2013. http://hdl.handle.net/10500/13577.

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This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possib

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HSU, YAO-CHANG, and 許瑤璋. "An Action Research To Integrated FSC Financial Education Teaching Material into Mathematics Curriculum in the 5th Grade of Primary School：An Example of “Financial wisdom king”." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kr4gsw.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>105<br>An Action Research To Integrated FSC Financial Education Teaching Material into Mathematics Curriculum in the 5th Grade of Primary School：An Example of “Financial wisdom king” Abstract According to the report “Investigation national financial literacy standards methods, architectures and field investigation”by Financial Supervisory Commission(FSC) in 2008, the average score of national financial knowledge is 53.87 points. As a result, the improvements for financial planning and knowledge needs to be emphasized. In 2003, Orgnaization for Ecno

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Pillay, Padmini Patsy. "Early childhood practitioners experience of the mathematical literacy curriculum in the context of the National certificate in early childhood development : a case study." Thesis, 2005. http://hdl.handle.net/10413/1608.

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Since 2002, the South African Qualifications Authority (SAQA) has included mathematical literacy as a compulsory fundamental component for the Further Education and Training Certificate (FETC). This constituted a radical development in education and is intended to empower individuals so that they can function effectively in, and contribute to the democratization of the country. This exploratory study examined the mathematical literacy experiences of 12 Early Childhood Development (ECD) practitioners training toward the National Certificate in ECD at NQF L4. The study was conducted at a non-gov

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Msipha, Zenzile. "A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province." Diss., 2013. http://hdl.handle.net/10500/13757.

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Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was col

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MACHÁČKOVÁ, Edita. "Mezipředmětové vztahy na úrovni plánovaného kurikula pro 1. stupeň základní školy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-375290.

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The diploma thesis Cross-curricular Links Matching Proposed Curriculum for Lower Primary School deals with an issue of cross-curricular links and their usage in Maths teaching. The thesis is divided into a theoretical and practical part. The theoretical part provides an analysis of issues of cross-curricular links and curriculum integration, it introduces The Framework Educational Programme for Basic Education, characterises a curriculum of Maths and its application and other areas of education with which a link within the practical part was implemented. It also summarises important features o

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chiling, Lai, and 賴季伶. "A Research on Mathematic Curriculum Articulation：A case of the fourth grade in the primary school using Knsh materials in 2003." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/57633541734347978794.

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碩士<br>國立台北師範學院<br>課程與教學研究所<br>92<br>The main purpose of this research is to investigate the problems of mathematic curriculum articulation. The subject is to offer the solutions for the fourth graders who use Knsh materials in the primary school in 2003. Documentary analysis, the test, electric mails, and interview are conducted to collect data. According to the data analysis and discussion, the results are synthesized. The results are as follows: First of all, there are three main problems of curriculum articulation between “Grade 1-9 Uniform Curriculum Guidelines：Mathematic Learni

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Moremi, Tsholofelo. "Primary teachers' identities and understandings of their teaching practices in a Gauteng province literacy and mathematics strategy context." Thesis, 2017. http://hdl.handle.net/10539/23661.

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A research report is submitted to the School of Education, Faculty of the Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, 2016.<br>This qualitative study aimed to understand teachers’ identities and teaching practices in the Gauteng Primary Literacy and Mathematics Strategy. The research, which is a case study, was conducted with six Foundation Phase teachers, which included two Heads of Department (HODs). The setting of the study was a primary school that was

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Mumanyi, Obediah. "An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/14309.

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The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7 textbooks in their teaching, and the impact it had on mathematics teaching and learning. The purpose of the study was to investigate how the teachers used the mathematics textbooks and to suggest areas of improvement. These textbooks were distributed to all the primary schools in Zimbabwe in 2010, under the donor-driven Education Transition Fund. This curriculum initiative sought to address the severe textbook shortage and to improve the performan

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Costa, Joana Pereira. "Experiências de aprendizagem promotoras de integração curricular : potencialidades no contexto do ensino-aprendizagem da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico." Master's thesis, 2018. http://hdl.handle.net/10400.3/4731.

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Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 04 de maio de 2018, Universidade dos Açores (Relatório de Estágio).<br>O presente relatório de estágio versa a apresentação e análise fundamentadas sobre as práticas pedagógicas desenvolvidas nos contextos do estágio pedagógico I (desenvolvido na Educação Pré-Escolar) e do estágio pedagógico II (desenvolvido no 1.º Ciclo do Ensino Básico), no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores. A nossa abordagem inicia-se com uma breve contextualizaçã

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