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Dissertations / Theses on the topic 'Views, Mathematics Curriculum'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Nivens, Ryan Andrew. "Isometric and Orthogonal Views in 2-Dimensions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/233.

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2

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

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The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo
views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.
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3

Nivens, Ryan Andrew, Tara Carver Peters, and Jesse Nivens. "Views of Isometric Geometry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/293.

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4

Perkowski, Michael. "Preservice elementary teachers' initial and post-course views of mathematical arguments| An interpretative phenomenological analysis." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576087.

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Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how preservice elementary teachers (PTs) enrolled in a one-semester course emphasizing mathematical argumentation might become better prepared to implement this change, I interviewed five such PTs at two points in time, near the beginning of the course and shortly after they completed it. Both interviews focused on a problem set in which nine fictional elementary school students present arguments for their solutions to mathematical problems. Interviewees compared the arguments, decided which were convincing and which were not, and gave reasons for their choices. Using an interpretative, phenomenological approach, I analyzed their responses and found that they initially preferred arguments in which they perceived the arguer as knowing what to do, getting the correct answer, using a quick way to get it, showing how with numbers, and having the right attitude. In contrast, after they had completed the course, they focused on understanding the problem, finding answers that made sense, and explaining why with diagrams. They also viewed the arguer’s attitude as a more complex issue than they had at the beginning of the course. These and other findings suggest that current research on PTs’ approaches to mathematical justification may: (a) overemphasize the formal aspects of mathematical arguments and undervalue their substance, (b) overemphasize the role of verification and undervalue explanation, (c) be too far removed from PTs’ perspectives, and therefore (d) fail to accurately reflect significant progress in PTs’ understandings.

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5

Tuncay, Yildiz Banu. "A Case Study Of The Use Of Manipulatives In Upper Elementary Mathematics Classes In A Private School: Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614237/index.pdf.

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The purpose of this study was to investigate the views of upper elementary mathematics teachers and students about the use of manipulatives in teaching and learning mathematics. This study is a qualitative case study. The participants of this study were four elementary mathematics teachers in a private school and their 6th, 7th, and 8th grade students. The data were collected through one-to-one interviews, observations and analyzing documents consisting of annual plan, daily plan, notebooks of students, and the field note that the researcher kept throughout the study. This study revealed that although all the teachers advocate the use of manipulatives in teaching mathematics, they use traditional teaching techniques in their classes. They mentioned different factors affecting their use of manipulatives in teaching mathematics such as not knowing how to use them, grade level, availability of materials, time constraints, students&rsquo
reactions (seeing them as a toy or not being accustomed to them), school administration, classroom management, not finding materials appropriate for the subject being taught and classroom size. In fact, these are the factors that are seen on the surface level. This study indicated that even when teachers are provided with training about the use of manipulatives, supported by the school administration, and provided with manipulatives, the use of manipulatives is largely determined by their views / beliefs about the nature of mathematics, how students can learn mathematics, the effect of manipulatives and their knowledge in using them. Students seemed to like learning by using manipulatives. When conditions were arranged for learning, they were willing to learn through manipulatives.
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6

Cetin, Yucel. "Teaching Logarithm By Guided Discovery Learning And Real Life Applications." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604957/index.pdf.

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The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students&rsquo
mathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students&rsquo
Views and Attitudes About DABI (SVA) and interviews were administered to determine students&rsquo
views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students&rsquo
field of study nor gender was a significant factor for LAT scores. Students&rsquo
gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.
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7

Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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8

Taylor, Jeffrey D. "Curriculum Strategy and Contested Commonplaces: A Study of Rural Middle School Mathematics Teacher Attitudes in Curriculum Work." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490720364069195.

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9

Good, Sarah C. "Exploring Early Mathematics Curriculum and Instructional Strategies: A Three Article Dissertation." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616670781137523.

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10

krupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.

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11

Berry, Larissa M. "A cross-cultural comparison of Brazilian and American mathematics curricula." Ashland University Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1367951302.

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12

Roth, Jenna. "The Impact of Standards-Based Mathematics Curriculum on Middle School Students Achievement on the WESTEST." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208806045.

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13

Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.

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14

Aubrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia /." Access via Murdoch University Digital Theses Project, 2006. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.

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15

Lane, Catherine Pullin. "Mathematical Thinking and the Process of Specializing." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307441324.

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16

Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

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17

Abodunrin, Abayomi Samuel. "The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333.

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18

Abodunrin, Abayomi Samuel. "The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333.

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19

au, Ronald Aubrey@det wa edu, and Ron Aurbrey. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.

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Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students’ needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from “a relaxed to a highly discipline-based organization of content” (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area – mathematics – on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses. A survey containing Likert-type rating scales pertinent to four areas of interest – Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three “feeder” Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.
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20

Smith, Michael M. "PRE-CALCULUS CONCEPTS FUNDAMENTAL TO CALCULUS." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164048974.

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21

Cardoso, Alexandre Miranda. "Mathematics Teaching Assistants' Reflections on Their First Year Teaching." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

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22

Miller, Christina Marie Bostdorff. "Distance Learning in the College Mathematics Classroom: Perspectives of Instructors and Students." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1417652417.

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23

Kocher, Elizabeth A. Kocher. "Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477.

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24

Alexander, Anita Nicole. "The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.

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25

Mather, Mary K. "The Contextual, Academic, and Socio-Cultural Factors Influencing Kindergarten Students’ Mathematical Literacy Development." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1102883081.

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26

Ely, David P. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.

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27

Nivens, Ryan, and Daniel Romano. "A View on Research in Mathematics Education in Republic Of Srpska during 2010–2015 through Quantitative Analysis of Published Texts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2636.

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Studies of the publishing practices in mathematics education have situated sets of journals in tiers of quality. These reports document the rankings and prestige of only a subset of the wealth of journals available for publishing in mathematics education. We posit that there is value, quality, and purpose to be found in journals that present studies that are of value on a regional level, and that the studies are extremely important to the field. This is particularly important for journals published in languages other than English, and the studies referenced above are almost entirely English-language journals. In this paper we seek to demonstrate that we as a field of researchers cannot discount the value and role of these regional and small-country journals. Using a case study of one small European country, we quantitatively present the areas of strength and weakness in the publishing practices in mathematics education journals that are unlikely to be seen beyond the region of their publication. We conclude with recommendations to publish in areas where research is lacking as well as recommendations to the community at large to recognize the value of such outlets.
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28

Jackoby, Henry Benjamin EdD. "The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

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29

Mellott, Mallory. "The Effects of 'Number Talks' on Number Sense in a Second Grade Math Class." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594306261084857.

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30

Stevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.

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31

Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.
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32

Webb, Mary A. "RESISTING IN THE MIDST OF CHAOS: ONE REVOLUTIONARY EDUCATOR’S CURRERE JOURNEY." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1448470679.

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33

Bourne, Anthony. "Development of the Academic Performance-Commitment Matrix (APCM): Understanding the effects of motivation and an engineering mathematics curricular intervention on student self-efficacy and success in engineering." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401759063.

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34

Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.

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35

Singh, Rashmi. "ROLE OF STRUCTURE OF EQUATIONS IN IDENTIFYING STUDENTS’ CONCEPTION OF EQUIVALENCE." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555011399726728.

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36

Haston, Annabelle L. "Critical Thinking in Higher Education STEM: A Qualitative Faculty Perspective." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1588267723061242.

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37

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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38

Dixon, Kerry. "The Contested Space of STEM-Art Integration: Cultural Humility and Collaborative Interdisciplinarity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467717193.

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39

SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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40

McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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