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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

The influence of the basic electronic calculator on the teaching and learning of mathematics in the 11-16 age range

Edmonds, Paul G. January 1984 (has links)
The electronic calculator is now invariably the device used by people in employment and everyday life to deal with complicated and tedious calculations. The aim of this dissertation is to examine the effect it may have on the secondary school mathematics curriculum and, especially, to examine its potential as a powerful teaching aid which can be used to help pupils to acquire understanding of mathematical concepts. Chapter 1 investigates the contribution the basic calculator makes as a calculating aid which should cause the teacher to reassess the place of the standard pencil and paper algorithms in the curriculum. Some of the fears associated with this innovation are also discussed. The final section emphasises the importance of knowing the idiosyncrasies of different calculators. Chapter 2 suggests, in some detail, ways in which the teacher may use the calculator to enhance the understanding of certain topics such as fractions and place value. Applications of the calculator to everyday life problems, such as compound interest, are also included as well as the possibility of more interesting and enjoyable topics being introduced into the syllabus. New methods, such as iterative procedures, are discussed and the potential of the calculator as an aid to investigations is ascerted. Chapter 3 looks at the beneficial influence of the calculator on the mathematics curriculum generally and the possible effect on the mathematical content in particular with further suggestions following on from Chapter 2. Some contentious issues are considered and it is emphasised that more must be done to encourage the effective use of the calculator and not allow it to be overshadowed by its more 'glamorous' counterpart - the microcomputer.

Student primary teachers' perceptions of mathematics : a phenomenographic study

Jackson, Elizabeth January 2011 (has links)
This study is situated at a time of political and educational change, whereby a need for improvement in the provision of mathematics education in British primary schools is identified. Undertaken from a phenomenographic perspective, it focuses on mathematical perceptions of student primary teachers (SPTs) as they embark upon Initial Teacher Training (ITT), and considers the potential influence of mathematical perceptions upon their ITT learning and future teaching. Research suggests negative perceptions of mathematics amongst adults, Higher Education students, teachers and student teachers, but the range of variation of mathematical perceptions of SPTs at the outset of ITT has not been previously examined. A phenomenographic study, conducted with thirty-seven SPTs due to begin lIT, led to the development of four qualitatively different ways in which SPTs perceive mathematics. The hierarchical variation is examined in relation to pedagogical associations via a conceptual framework bas~d on a non-dualist perspective of mathematics being constituted of a learner's relational understanding through experience. Potential implications for SPTs' development within ITT are explored and recommendations made regarding how these might be addressed. Whilst lTT provision is an obvious factor in students' development, this research is based on a premise of learners taking responsibility for their own development, especially with regard to intangible and often unconsciously held perceptions. The study offers insight into the range of perceptions SPTs may hold and its association with pedagogy, in order to both raise awareness and to provide a framework for reflection in SPTs' formation of personal philosophy of mathematics upon which to plan learning goals for ITT and associated aspirations for their practice as primaty mathematics teachers.

Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?

Marcou, Andri January 2008 (has links)
No description available.

Mathematical investigations

Black, Robert J. January 1986 (has links)
Since the publication of Mathematics Counts in 1982 there has been a growing interest in investigational work in the mathematics classroom. There have been many books published specifically on investigational work and the related topic of problem solving. Class texts have been pub1ished claiming to follow the suggestions of Mathematics Counts including investigationa1 work. The new examination at 16, the General Certificate of Secondary Education appears to be moving towards containing work of an investigationa1 nature. In the first chapter the nature of investigationa1 work is examined. Distinctions are drawn between problem solving and investigationa1 work. A list of characteristics of investigationa1 work is considered with a view to clarifying exactly what constitutes investigational work in mathematics. In the second chapter the role of investigational work is considered both in the curriculum as a whole and more specifically in the mathematics curriculum. Particular attention is paid to the aims and objectives of mathematics education as set out in Mathematics from 5 to 16. The third chapter considers how investigationa1 work can be introduced into the secondary school both in the short term and over a greater period of time. The next chapter examines how an investigationa1 approach is used in a recently published mathematics scheme, SMP 11 - 16. In chapter five the various roles that the micro-computer can play in investigationa1 work is examined by considering a number of computer programs. Finally the difficulties in assessment presented by investigationa1 work are compared with methods of assessment currently in practice. Several forms of assessment are suggested for investigationa1 work undertaken in timed examinations and also as coursework within the school.

Teaching mathmatics to low achievers in the primary school : strategies and visualisations to raise self-esteem and improve mathematical competence

Pendlington, Sandra January 2004 (has links)
No description available.

Participation in elementary mathematics : an analysis of engagement, attainment and intervention

Howat, Hazel January 2006 (has links)
No description available.

Early predictors of mathematical ability : a longitudinal exploratory study of domain-general and domain-specific factors in pre-school children

Madill, Laura R. January 2016 (has links)
Despite established literature regarding mathematics difficulties to be of higher prevalence than literacy difficulties, research into factors influencing the development of mathematics is far less comprehensive, especially in young children.While various domain-general abilities (including working memory, attention, inhibition and visual-spatial skills) are suggested to influence mathematics achievement, these should be considered within the context of additional number domain-specific approaches.There is a lack of consensus around the key skills which are of most predictive value for later maths success, and further focus is needed to specifically understand the most important factors in preschool children. A comprehensive narrative literature review was completed to contextualise this under-researched subject area and aimed to highlight the need for early identification of atypical (as a result of better understanding typical) mathematics development.The importance of both symbolic and non-symbolic number . representation in determining later maths achievements is acknowledged and the extent to which specific deficits in these skills can be identified in preschool children is debated along with their potential to predict later mathematics achievements. A Systematic Review to specifically appraise recent studies which investigate the relevance of domain-specific predictors of mathematics before the age of six sought to support the need for early identification of key factors in early maths learning. This informed an exploratory, quantitative study which combined domain-specific and domain-general variables not previously studied together.These were considered in a local population sample of 88 preschool children in order to identify interrelationships between skills, and key predictors for maths achievement in early primary school. Results indicated a close relationship between non-symbolic and symbolic processes in preschool, and highlighted that symbolic skills along with a number of domain general and environmental factors were predictive of maths attainment after a one year follow up. Implications for future research directions, and professional practice for teachers and Educational Psychologists are considered.

The experience of using a cognitive acceleration approach with prospective primary teachers in Chile

Tornero Ochagavia, Bernardita January 2014 (has links)
Cognitive Acceleration in Mathematics Education (CAME) programmes have been used successfully for promoting the development of thinking skills in school students for the last 30 years. Given that the approach has had a tremendous impact on the thinking capabilities of participating students, this study explored the experience of using the programme with prospective primary teachers in Chile. Therefore, this study not only looked at the experience of prospective primary teachers during the CAME course as learners, but also examined how they perceived the approach from their perspective as future teachers, as well as how they could transfer the teaching strategies they observed to their future classrooms. Given the complexity of the phenomenon under study, this research used a mixed methods approach. For this reason, the impact that the CAME course had on prospective teachers’ thinking skills was not only approached by using a test that assessed the participants’ improvements in these skills, but their learning and teaching experiences were also recorded through qualitative research tools (learning journals, interviews and field notes). The main findings indicate that, at the end of the CAME course, prospective teachers not only demonstrated higher thinking levels, but also showed positive attitudinal changes towards teaching and learning in general, and towards mathematics in particular. The participants also had increased confidence in their ability to teach mathematics and to promote thinking skills in their students. In terms of the CAME methodology, prospective teachers not only found it novel and motivating, but also commented that dealing with the thinking skills topic during a university course was both unusual and very important for their professional development. This study also showed that, at the end of the CAME course, prospective teachers felt they had developed strategies that could be used in their classrooms in the future. In this context, the relevance of the study is not only that it described the impact and the positive results of the first experience of using a CAME approach with prospective teachers, but also that some of the conclusions have significant implications for the teaching of thinking skills and the training of primary school teachers.

The development of pattern-related abilities through play activities in young children

Garrick, Rosalind Louise January 2000 (has links)
This thesis investigates nursery children's knowledge, understanding and skills in patternmaking as an aspect of early mathematical development. It presents two discrete but closely related studies, a cross-sectional and a longitudinal study. The methodology includes use of structured assessment activities using familiar play materials. Assessment focuses firstly on different aspects of pattern-making; secondly, on pattern perception; and thirdly, on wider aspects of developing cognition. The methodology includes collection of case study data in the naturalistic setting of the nursery class. The cross-sectional study, focused on knowledge, understanding and skil1s in pattern-making at 3½ and 4½ years, finds an increasing minority of children successful in repeated pattern-making and 2D spatial pattern-making but not linear symmetrical pattern-making. Few children evidence pattern perception at either age but an increasing minority evidences an emergent understanding of the word 'pattern.' The longitudinal study tracks children's development towards and within pattern-making from 3½ to 4½ years. It details development in two key aspects of pattern-making, colour and spatial organisation, through case study data. An examination of commonalities in development leads to hypothesised developmental pathways in both aspects of pattern-making. A single pathway leads towards complex colour organisation. Distinct pathways lead to basic and complex spatial organisation and to the basic elements of pattern. Pathways to 2D spatial pattern-making are more varied than pathways to repeated pattern-making. Quantitative analysis confirms key features of the pathways although some findings remain tentative. Differences in the detail of individual pathways are highlighted, as are wide differences in children's rates of development and in their interests and motivation. There are no findings of significant gender-related differences. Children's competencies in the colour organisation strand of pattern-making are significantly associated with abilities across key areas of developing cognition. Spatial organisation competencies are at first associated with a narrow range of primarily spatial abilities but this extends to include number and rhythmic abilities at 4½ years. The study confirms and extends some earlier findings, and also presents new findings. Findings lead to questioning of guidance on curriculum goals and pedagogy for the age-group. They highlight a need to acknowledge the creativity of many young children in this area of mathematics.

An analysis of conversations between children and teachers in nursery counting activities

Arrowsmith, Dinah Rachel January 2005 (has links)
Learning to count is a central strand to the mathematical development area of the Foundation Stage Curriculum in England and Wales. Five teachers from five nurseries in one local education authority within West Yorkshire were recorded between December 2002 and June 2003. The main data for the study was taken from 21 number focus activities recorded between the teachers and small groups of children, aged 3-4 years. Conversation Analysis was used to determine the language and interaction involved, considering both children and teachers' contributions to counts and to what came before and after counts. The study found that the teachers were responsible for creating the conversational contexts for counting as well as being involved in the counting itself. The collaboration between teachers and children in counts included distinctive uses of intonation in ways that emphasised the status of numbers in the count sequence and the importance of the last word. Following counts, the study identified ways in which the quantitative meaning of counting could be extended or left implicit. This study depicts counting as a fully interactive activity that contrasts with the image portrayed in much of previous literature where children count independently and opportunities for teachers' participation are under-specified and implicitly passive.

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