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Dissertations / Theses on the topic 'TAKS Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jakobsson-Åhl, Teresia. "Encouraging Participation in Mathematical Practices : Messages in the Boost for Mathematics." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-67660.

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In this thesis, focused attention is given to the idea of task solvers as active participants in mathematical practices. The theoretical assumptions of the study, reported in this thesis, are inspired by socio-political concerns. The aim of the study is to investigate the underlying view of participation in mathematical practices, as understood in a nationwide teacher professional development programme, the Boost for Mathematics, in Sweden. To be more precise, the study is arranged to problematise ways of encouraging students as active participants. This aim is approached by means of the follo

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2

Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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3

Zwahlen, Elizabeth Karen. "An Investigation of How Preservice Teachers Design Mathematical Tasks." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3959.

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The tasks with which students engage in their mathematics courses determine, for a large part, what students learn. Therefore, it is essential that teachers are able to design tasks that are worthwhile for developing mathematical understanding. Since practicing teachers seldom incorporate worthwhile mathematical tasks in their lessons, we would expect that they did not become proficient at designing worthwhile tasks while in their teacher education programs. This thesis describes a study that investigated what preservice secondary teachers attend to as they attempt to design worthwhile mathema

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4

Cannon, Tenille. "Student Teacher Knowledge and Its Impact on Task Design." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2493.pdf.

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5

Gahamanyi, Marcel. "Mathematics at work : a study of mathematical organisations in Rwandan workplaces and educational settings." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60260.

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To make mathematics more significant for the beneficiaries, the problem studied in this thesis is to investigate how to connect mathematical daily practices with educational contexts. The overarching aim is to investigate how to contextualise school mathematics within Rwandan cultural mathematics practices. The content of the thesis reports on the characteristics of mathematical organisations in three workplace settings (taxi driving, house construction and restaurant management) which in turn serve as source for the design of contextualised mathematical activities for student teachers in a te

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Mnisi, Thabo Moses. "Design of assessment tasks in grade seven mathematics." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40390.

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The study reports on two Grade 7 mathematics teachers’ assessment practices in an attempt to identify the knowledge and competencies that they have and use in designing Grade 7 mathematics tasks and how they provide feedback to the learners. These two Grade 7 mathematics teachers were selected from schools that had consistently good results despite disabling teaching conditions such as large and under–resourced classes. Data was collected through semi-structured interviews with the teachers to assess their knowledge and practice of continuous assessment. Classroom observation and analysi

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7

Kellert, Heather McCreery. "Mining and Crafting Mathematics: Designing a Model for Embedding Educational Tasks in Video Games." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531507586198251.

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8

Lindberg, Maja. "The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199.

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Humans as well as animals are born with a number sense, an innate ability to make approximations (Dehaene, 1997). However, low numeracy is an issue today and have a larger impact on the individuals lives than poor reading abilities (Parsons & Bynner, 2006). To be able to understand the cause of developmental dyscalculia the fully functional brain coping with numbers must be further investigated. The aim of this study is hence to examine how the number sense develop during maturation. Seven children and seven adults (all healthy) have participated in this neuro imaging study. The participan

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9

Lei, Ka Hio. "Didactical interactions and tool-task dialectic in mathematics classrooms." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/500.

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Things make us smart. Tools are made by humans aiming not only at solving technical problem but also developing high-order thinking. In a manner different from traditional mathematics lessons involving direct transmission of knowledge from teachers to students, tool-based mathematics classrooms fabricate an interactive teaching and learning environment. This environment fosters teachers' professional guidance based on students' manipulation of tools. The design of tool-based task aims to formulate students' learning experience via their own acquisition of knowledge through tool manipulations.

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10

Romero, Cynthia L. "Elementary school teacher's belief about developmentally appropriate tasks in mathematics." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1317.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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11

Kwako, Joan. "Assessment task design developing mathematics teaching assistants' conceptions of assessment." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/988720833/04.

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12

Bester, Margarete Joan. "Design of an automated decision support system for scheduling tasks in a generalized job-shop." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/21734.

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13

Sekulovska, Flori. ""En förklaring är tydlig och konkret" : En studie om förklaringar i matematik i årskurs 2." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34740.

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The aim of this study is to examine how teachers explain mathematical tasks in the mathematical education in grade 2, and also which perception they have of explanations and their own teaching. The survey is supported by theories that focuses on explanations in the education. These are Vygotsky´s theory of the development of the scientific concepts, general and literary concepts, proximal zone and scaffolding. To achieve the aim, the following questions has been formulated: How do teachers explain mathematical tasks in the mathematical education in grade 2? How do teachers speak about explanat

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14

Eli, Jennifer Ann. "An exploratory mixed methods study of prospective middle grades teachers' mathematical connections while completing investigative tasks in geometry." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1146.

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Thesis (Ph. D.)--University of Kentucky, 2009.<br>Title from document title page (viewed on May 12, 2010). Document formatted into pages; contains: ix, 219 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 170-179).

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15

Yates, April. "Reconceptualizing Early Childhood Mathematics Through Number Talks and Math Baskets| Challenging Dominant Mathematics Curriculum in One Kindergarten Classroom." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009981.

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<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoret

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Dyrvold, Anneli. "Difficult to read or difficult to solve? : The role of natural language and other semiotic resources in mathematics tasks." Doctoral thesis, Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-126016.

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When students solve mathematics tasks, the tasks are commonly given as written text, usually consisting of natural language, mathematical notation and different types of images. This is one reason why reading and interpreting such texts are important parts of being mathematically proficient, at least within the school context. The ability utilized when dealing with aspects of mathematical text is denoted in this thesis as a mathematical reading ability; this ability is useful when reading mathematical language, for example, in task text. There is, however, a lack of knowledge of what character

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17

Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.

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In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, profe

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18

Gustafsson, Patrik. "Frameworks for task design and technology integration in the mathematics classroom." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33361.

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In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating d

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19

Christou, Natasha. "A comparative study of gender-related attitudes towards mathematics between students who take advanced mathematics in Cyprus and England." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11069.

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This mixed-method study explores the attitudes towards mathematics of sixth form high achieving students opting for advanced mathematics in Cyprus and England. The study aimed to examine differences or similarities between male and female students in Cyprus and England in terms of their attitudes towards mathematics and compare them within and across the two countries. In addition, the study aimed to develop an insight into the factors that may influence the attitudes towards mathematics of male and female students in the two countries involved. Data were collected through a Likert-scale quest

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Belnap, Jason Knight. "Putting TAs into Context: Understanding the graduate mathematics teaching assistant." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1238%5F1%5Fm.pdf&type=application/pdf.

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21

Spears, Tyler S. "Promoting Engagement Through Instructional Practices Using the Common Core State Standards For Mathematics." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371738041.

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22

Kleine, Dorothee. "Finite element analysis of flows in secondary settling tanks." Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/4899.

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Bibliography: leaves 158-169.<br>Secondary settling tanks (SSTs) form a crucial part of wastewater treatment plants. Besides having to produce the separation of suspended solids and clarified effluent the secondary settling tank is used to concentrate and recycle the settled sludge to the biological reactor. The efficiency of the biological reactor in the waste water treatment system is determined by the efficiency of this final clarifying process. Hydrodynamic models have been developed for simulating secondary settling tanks in order to gain a better understanding of the complex flow pattern

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23

Groot, William. "Using open-ended tasks in grade twelve mathematics, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45960.pdf.

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24

Fung, Tak-fong Agnes, and 馮德芳. "An investigation of young children's thinking processes on solving practical mathematics tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960091.

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Fung, Tak-fong Agnes. "An investigation of young children's thinking processes on solving practical mathematics tasks." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057854.

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26

Brändström, Anna. "Differentiated tasks in mathematics textbooks : an analysis of the levels of difficulty." Licentiate thesis, Luleå, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18110.

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The aim of this work is to study differentiation in mathematics textbooks. Based on mathematics textbooks used in Sweden for year 7, the study is performed from the point of view that all students should be challenged and stimulated throughout their learning in compulsory school. Classroom studies and observations have shown textbooks to have a dominant role in mathematics education for both teachers and students. It is therefore important to study how tasks in textbooks are differentiated and how this can affect education in mathematics. The tasks are analysed with respect to their difficulty

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Ozinsky, Alison Emslie. "Mathematical simulation of dynamic behaviour of secondary settling tanks." Doctoral thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/8453.

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Includes bibliogaphical references.<br>The main objective of this thesis was to bring the theoretical and practical aspects of secondary settling tank developments closer together. This was achieved firstly, by evaluating and developing empirical relationships from which the flux theory constants may be derived from simpler sludge settleability measures; and secondly, by developing a computer model for the simulation of dynamic behaviour of full scale secondary settling tanks. The model was initially developed for and tested on laboratory scale data. It was then calibrated with full scale data

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Shaw, Otto J. "High School Mathematics Teachers’ Perspectives on Selecting, Planning, Setting Up, and Implementing Instructional Tasks With High Cognitive Demand." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628344863679827.

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29

Shaw, Otto J. "High School Mathematics Teachers’ Perspectives on Selecting, Planning, Setting Up, and Implementing Instructional Tasks With High Cognitive Demand." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628344863679827.

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30

Cotter, Kerry. "Evaluating the Validity of the eTIMSS 2019 Mathematics Problem Solving and Inquiry Tasks:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108388.

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Thesis advisor: Ina V.S. Mullis<br>The eTIMSS mathematics PSIs were a new and pioneering effort to capitalize on the computer- and tablet-based mode of assessment delivery introduced in the eTIMSS 2019 assessments at the fourth and eighth grades. The PSIs were scenario-based mathematics problem solving tasks intended to enhance measurement of mathematics problem solving and reasoning skills and increase student engagement and motivation in the assessment. These unique tasks were designed to measure the same mathematics content as the rest of the mathematics items in the eTIMSS 2019 assessments

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Bennevall, Marcus. "Cultivating Creativity in the Mathematics Classroom using Open-ended Tasks : A Systematic Review." Thesis, Linköpings universitet, Matematik och tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125847.

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Creativity is an ever relevant concept in problem-solving. Indeed, one could argue that no problem is really problematic unless it requires creative thinking; such problems can be solved by simply applying known facts and employing suitable algorithms. Yet, that is exactly how many tasks in mathematics textbooks are structured today. The present study aims to find other tasks, which can infuse creativity in the mathematics classroom. Special attention is turned towards a class of tasks known as open-ended tasks because of their creative potential. A literature review spanning 70 sources yields

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Millican, Beverly Robinson. "The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279196/.

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The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.

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Goggins, Lauren Lee. "Eliciting elementary preservice teachers' mathematical knowledge for teaching using instructional tasks that include children's mathematical thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 245 p, 2008. http://proquest.umi.com/pqdweb?did=1490070411&sid=13&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Strand, Filip. "Latent Task Embeddings forFew-Shot Function Approximation." Thesis, KTH, Optimeringslära och systemteori, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-243832.

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Approximating a function from a few data points is of great importance in fields where data is scarce, like, for example, in robotics applications. Recently, scalable and expressive parametric models like deep neural networks have demonstrated superior performance on a wide variety of function approximation tasks when plenty of data is available –however, these methods tend to perform considerably worse in low-data regimes which calls for alternative approaches. One way to address such limitations is by leveraging prior information about the function class to be estimated when such data is ava

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Albert, Jeanne. "The effect on teachers of using mathematical investigation tasks as tools for assessment." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12696.

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This study set out to determine the relationship between assessment practices and teaching methods. I wanted to investigate whether making mathematical investigation assessment tasks available to elementary-school mathematics teachers would have a positive effect on their teaching. Research tells us that standardized tests influence instruction. My research explored whether a national Assessment Task Bank of mathematical investigative tasks could influence teachers.With these aims in mind, the following research questions were formulated:1. Will the teachers' use of mathematical investigation

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Sidenvall, Johan. "Att lära sig resonera : Om elevers möjligheter att lära sig matematiska resonemang." Licentiate thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117759.

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Students only learn what they get the opportunity to learn. This means, for example, that students do not develop their reasoning- and problem solving competence unless teaching especially focuses on developing these competencies. Despite the fact that it has for the last 20 years been pointed out the need for a reform-oriented mathematics education, research still shows that in Sweden, as well as internationally, an over-emphasis are placed on rote learning and procedures, at the cost of promoting conceptual understanding. Mathematical understanding can be separated into procedural and concep

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Brunström, Mats. "Matematiska resonemang i en lärandemiljö med dynamiska matematikprogram." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35037.

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The overall problem that formed the basis for this thesis is that students get limited opportunity to develop their mathematical reasoning ability while, at the same time, there are dynamic mathematics software available which can be used to foster this ability. The aim of this thesis is to contribute to knowledge in this area by focusing on task design in a dynamic software environment and by studying the reasoning that emerges when students work on tasks in such an environment. To analyze students’ mathematical reasoning, a new analytical tool was developed in the form of an expanded version

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38

Britton, Matthew Scott. "Stochastic task scheduling in time-critical information delivery systems." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phb8629.pdf.

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"January 2003" Includes bibliographical references (leaves 120-129) Presents performance analyses of dynamic, stochastic task scheduling policies for a real- time-communications system where tasks lose value as they are delayed in the system.

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Bergqvist, Ewa, Anneli Dyrvold, and Magnus Österholm. "Relating vocabulary in mathematical tasks to aspects of reading and solving." Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51411.

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This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections bet

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Kangwa, Evaristo. "An investigation of teachers' mathematical task selection in the Zambia context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001512.

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This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis

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Siu, Yuet-ming, and 蕭月明. "Students' responses to content specific open-ended mathematics tasks: describing activities and difficulties ofclassroom participants." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007901.

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Givens, Lynn Marie. "An examination of the necessity for students to take developmental algebra before college-level mathematics /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Guerreiro, Meg. "THE IMPACT OF A TECHNOLOGY-ENHANCED MATH PERFORMANCE TASK ON STUDENT COGNITIVE ENGAGEMENT IN MATHEMATICS." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22627.

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Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced quasi-experimental design, I evaluated the impact of three performance task platforms on student self-reported cognitive engagement in from a sample of students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The three performance task platfor

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Hallagan, Jean Elizabeth Masingila Joanna O. "Teachers' models of student responses to middle school algebraic tasks." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Rogala, Eric Waldemar. "Task-based assessment of a proposed phase-shifting interferometer/ellipsometer." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284001.

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In this dissertation, we offer a novel phase-shifting interferometer/ellipsometer. The uniqueness arises from the fact that this study is the consolidation of four distinct ideas drawn from the field of optics and the field of statistics. A conventional four-step phase-shifting interferometer is modified to allow for both TE and TM polarized measurements. Maximum-likelihood estimation theory is then used to extract the three parameters of interest, namely the real and imaginary components of the complex index of refraction and the surface profile. Finally, Cramer-Rao lower bounds serve as a qu

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Schmidt, Jessica Lee. "The Effect Of Ability-Based Verse Effort-Based Praise On Task Performance And Persistence For Children With Giftedness." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1352219996.

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Chung, Kin Pong. "Teachers' perceptions of Ill-posed mathematical problems: implications of task design for implementation of formative assessments." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/529.

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By manipulating constraints and goals, this study had generated some ill-posed problems in "Fractions" which were packed into 2 mathematical tasks for teacher uses in an intended exploration of their perceived effectiveness of teaching mathematical problem-solving against their student responses through the lens of the theory of formative assessment. Each ill-posed problem was characterized by certain descriptive "instability" that users would have to define own sets of mathematical assumptions for problem-solving inquiries. 3 highly qualified, experienced, and trained mathematics teachers wer

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Harris, David Wayne. "A degradation analysis methodology for maintenance tasks." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/24867.

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Mumford, Andrea M. "A mathematical study of non-target interference effects in selective prehension tasks." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300747.

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Li, Zhijin. "Task-based optimization of 3D breast x-ray imaging using mathematical observers." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLN038.

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La mammographie, une modalité 2D d'imagerie du sein par rayons X, a montré son efficacité pour réduire la mortalité par cancer du sein. Aujourd'hui, la tomosynthèse numérique du sein, une modalité 3D d'imagerie du sein par rayons X, prend une place de plus en plus importante dans la pratique clinique, et est reconnue de plus en plus souvent comme ayant le potentiel de remplacer la mammographie dans un proche avenir. Pour évaluer plusieurs aspects de la tomosynthèse, des études cliniques sont nécessaires. Mais les études cliniques sont coûteuses et présentent des risques supplémentaires pour le

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