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Relevant bibliographies by topics / Primary school mathematics education / Dissertations / Theses

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Dissertations / Theses on the topic 'Primary school mathematics education'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Reid, O'Connor Bronwyn L. "Exploring a Primary Mathematics Initiative in an Indigenous Community School." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398092.

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An important focus in Indigenous education research focuses on equitable educational experiences to support student outcomes. This study explored the implementation of a mathematics education initiative in an Australian Indigenous community school aimed at raising students’ mathematics proficiency over a 7-month period. The initiative was informed by current scholarship focused on effective practices in mathematics education, and explored how teachers implemented a mathematics education initiative, and factors that influenced the development of students’ mathematical proficiency. To achieve th

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Khan, Shereen Alima. "Mathematics proficiency of primary school students in Trinidad and Tobago." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256768.

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<p> To address the problem of underperformance in mathematics, Trinidad & Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky’s notion that instruction can be improved by teaching within the child’s Zone of Proximal Development, this study devised a model

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Tamburri, Sarah Jane. "Primary school teachers’ experience of mathematics education: A phenomenological study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2321.

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Researchers and policymakers agree that all children can learn mathematics, and research has shown that teaching practices have a significant impact on student learning and achievement. Therefore, it is important that teachers are supported in their development as professionals and mathematics educators. This research gives a voice to a small number of primary school mathematics teachers, providing insight into their experience of mathematics education, from their perspective. In-depth interviews form the basis of data collection and these have been analysed through a transcendental phenomenol

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4

Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.

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Roos, Helena. "Inclusion in mathematics in primary school : what can it be?" Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39800.

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6

Millett, Alison Margaret. "Using and applying mathematics : innovation and change in a primary school." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/using-and-applying-mathematics--innovation-and-change-in-a-primary-school(4dd9102d-9677-4ef1-bdb8-7999303002d4).html.

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7

Wood, Trevor Ronald. "Portfolio assessment in primary school mathematics: a study of pedagogical implications." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2441.

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This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. B

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8

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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Howe, Peter A., and n/a. "Designing and evaluating an inservice model for mathematics education in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060726.164520.

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The study presents a review of in-service models and a search for an effective in-service model for mathematics education in the primary school. The study considers the need to improve the teaching of mathematics in the primary school; the major reports that have made recommendations for the improvement of primary mathematics teaching and the opinions and findings of mathematics educators. The study examines the state of the art of in-service models and examines those models previously used. The study notes the failings of the in-service models past and present and examines elements within the

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10

Suggate, Jennifer. "The use of visual images in computer programs for primary school mathematics." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358076.

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11

Nyman, Martin. "What do students’ feel about mathematics? : Compulsory school students’ emotions and motivation towards mathematics." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186626.

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This licentiate thesis deals with compulsory school students’ expressed emotions and motivation towards mathematics. Theoretically, it has been guided by Hannula’s meta-theory on affect (e.g., 2012), of which emotion and motivation are part. In this thesis, emotion is defined using models from Schirmer (2015), and motivation correspondingly by Shunk et al. (2010). In the analysis, a model for emotion developed by Lövheim (2012), and models for motivation proposed by Ryan & Deci (e.g., 2000) and later further developed by Sumpter (2012), were adopted. This thesis focuses on two studies. In

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Dalvi, Rubina. "A case study of the constitution of school mathematics for the deaf in three primary school classrooms." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12011.

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Includes abstract.<br>Includes bibliographical references.<br>This dissertation presents an investigation of the constitution of mathematics for a group of deaf learners in grades 4, 5 and 6. These learners were taught in sign language on the topics of integers, time and fractions. Four lessons were observed and video-recorded. The lessons were transcribed from sign language to English.

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Wood, Trevor Ronald. "Portfolio assessment in primary school mathematics : a study of pedagogical implications /." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16675.

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This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. B

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14

Yusof, Jamilah. "Mathematics errors in fractions work: a longitudinal study of primary level pupils in Brunei." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1803.

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This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were a

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Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28481/1/Tippawan_Nuntrakune_Thesis.pdf.

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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors tha

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Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.

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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors tha

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Brown, Andrew. "Parental participation, positioning and pedagogy : a sociological study of the IMPACT primary school mathematics project." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006616/.

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18

Forrester, Patricia A. "A novice primary school teacher's attempt to teach mathematics for understanding : a self-study." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/35416.

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The emergence of constructivist epistemology, as the dominant educational philosophy, has been very influential on the current movement to improve the quality of education. NSW has seen the establishment of the NSW Institute of Teachers (NSW Government, 2004a), the development and publication of a generic set of standards for teaching (NSW Institute of Teachers, 2005a) and the implementation of the NSW Quality Teaching model of pedagogy since 2003. In mathematics education, philosophies of mathematics and mathematics teaching that are consistent with constructivism, are reflected in current an

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19

Fitzgerald, Angela. "Beliefs, knowledge and practices of effective primary science teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1842.

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If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in this re-imagining of science education. This thesis explores how two primary science teachers, identified as effective practitioners, approached science teaching and learning over a series of lessons. The relationships between their beliefs, knowledge, teaching contexts, teaching approach and students’ engagement in learning science were explored. Data was primarily collected through a video ethn

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Forrester, Patricia A. "A novice primary school teacher's attempt to teach mathematics for understanding a self-study /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/35416.

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Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy, Teaching and Educational Studies. Includes bibliographies.

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Yusof, Jamilah. "Mathematics errors in fractions work : a longitudinal study of primary level pupils in Brunei /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15027.

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This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were a

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22

Kamal, Jamaliah. "A case study of mathematics teaching and the use of textbooks in a rural primary school." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365160.

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23

Fauzan, Ahmad. "Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58707.

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Adewoye, Oluwakemi. "The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.

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Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions c

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25

Erickson, Matthew J. "Examining a Decade of Reading and Mathematics Student Achievement Among Primary and Secondary Traditional Public School and Charter School Students: a Meta-Analytic Investigation." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1371131567.

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Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.

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Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesso

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27

Sofendi. "The effects of groupwork on mathematics attainment in Indonesian primary schools." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10021973/.

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The purpose of this study was to investigate the effects of pupils working in small groups on Mathematics attainment of year-three pupils in ten public primary schools in Palembang, Indonesia. In the intervention group, pupils carried out Mathematics exercises by discussing and helping each other in mixed ability groups while those in the comparison group did the Mathematics exercises individually. This study used a non-equivalent control group design. To investigate the effects of the differences in classroom pedagogy, Mathematics test had to be devised and its validity and reliability establ

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Middleton, David W. Baker Paul J. Strand Kenneth H. "The relationship of parent and teacher perceptions of parent involvement and third grade reading and mathematics achievement." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633422.

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Thesis (Ph. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.

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Chan, Lin Ho. "Fostering parental involvement in children's mathematics homework in Singaporean pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441647.

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Ho, Chan Lin. "Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2492/.

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The intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing

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Hin, Lim Chong. "Mathematics education in a rural primary school : a case study of the impact of rapid industrialisation in Malaysia." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389384.

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Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences i

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Ngmenkpieo, Frederick. "The nature of instructional support HoDs provide to mathematics and science teachers in Cape Town primary schools." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1965.

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Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010<br>The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researche

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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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Hurle, Gillian Dawn. "Numeracy support for year two students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.

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Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group o

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Mushrif, A. A. "The effect of the Iraqi kindergarten programme on pupil achievement in mathematics in the first grade of the primary school." Thesis, Bucks New University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378565.

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Kaphesi, Elias S. "The use of language in mathematics teaching in primary schools in Malawi : bringing language to the surface as an explicit feature in the teaching of mathematics." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/14002/.

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The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included: teacher understanding of the use of Chichewa or English in mathematics teaching; teachers' knowledge

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Petersen, Karen Elizabeth Debora. "Community of enquiry practices in the mathematics and literacy classrooms: a study of two Western Cape primary schools." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4472.

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Magister Educationis - MEd<br>The research explores the effects of Community of Enquiry practices on the teaching and learning of Mathematics and Literacy in two local primary schools. After the 1994 elections, both the government and education system changed in South Africa. With the introduction of Outcomes Based Education (OBE), critical outcomes that emphasized thinking and collaboration became a vital part of the curriculum. Soon after, the Education system adopted the National Curriculum Statement (NCS) and thereafter the Revised National Curriculum Statement (RNCS), which maintained the

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Brown, Jeffrey. "The impact of student created Slowmation on the teaching and learning of primary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/437.

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Current research indicates that although innovations in science teaching are having a positive impact on science education in many Australian schools, national and international assessments show that student achievement is not improving (Hackling & Prain, 2008; Thomson, Wernet, Underwood, & Nicholas, 2008). Furthermore, there is little or no increase in the number of students choosing science as a post-compulsory study option or as a career path. There remains a need to further develop innovative teaching methods that promote the development of students‟ scientific literacy, engenders a joy of

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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.

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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.<br>The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Prob

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Sanders, Edel Marie. "Music learning and mathematics achievement : a real-world study in English primary schools." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283610.

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Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children's mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medi

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Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for

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Borén, Jenny. "Gambians don’t like maths? : A Minor Field study on how mathematics is taught in a primary school in the Gambia." Thesis, Stockholm University, Department of Mathematics and Science Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41081.

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<p>In this text about the mathematics education in a primary school in the Gambia, I am researching what this mathematics education consists of and what surrounding factors might be affecting it. The pupils of the school in question speak several different languages. This language situation is one of the factors considered in the research. A connection between the real life led by the pupils and their mathematics education was a second factor. The third factor is financial resources or the lack thereof. I wanted to see if a lack of sufficient financial resources was visible in forming the educ

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Raiker, Andrea. "The role of linguistics in the learning, teaching and assessment of mathematics in primary education : a case study of a lower school in the United Kingdom." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134963.

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This doctoral research was concerned with the role of language and its implications for the learning, teaching and assessment of mathematics for children aged 4-9 years. Earlier research by the author had established language and assessment as bridges enabling learning although they had the potential to increase the divide between teacher and learner. Reflection raised the question on how children achieved in mathematics despite potential difficulties with language and assessment. Review of the literature concluded that resources and sociocultural norms were also bridges between learner and te

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Eriksson, Hanna. "Hur individualiserar lågstadielärare matematikundervisningen? : En intervjustudie om vilka förhållningssätt lågstadielärare har till undervisningsresurser i matematikundervisningen." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78281.

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The purpose of the study was to contribute to the knowledge of how primary teachers design their teaching when aiming for inclusive education. The study focuses on how the teachers describe how they use teaching resources and other materials when designing their teaching. It is a qualitative study based on semi-structured interviews with ten primary teachers who teach mathematics in grades 1-3. The Framework Design Capacity for Enactment has been used to analyze and discuss the results of the study. Through the analysis of the interviews two different types of approaches emerged: the one who

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Alreshidi, Nawaf Awadh Khallaf. "Investigating problem-based learning in Saudi Arabian mathematics education : a TIMSS-related study." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7698/.

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The aim of this study is to investigate the effectiveness of problem-based learning (PBL) on students’ mathematical performance. This includes mathematics achievement and students’ attitudes towards mathematics for third and eighth grade students in Saudi Arabia. Mathematics achievement includes, knowing, applying, and reasoning domains, while students’ attitudes towards mathematics covers, ‘Like learning mathematics’, ‘value mathematics’, and ‘a confidence to learn mathematics’. This study goes deeper to examine the interaction of a PBL teaching strategy, with trained face-to-face and self-di

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Siu, Ha-ping Angel, and 蕭霞萍. "Using web-based assessment for learning and teaching primary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30424574.

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Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.

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The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.M

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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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Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.

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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding

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