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This dissertation examines how mathematics anxiety influences the cognitive and metacognitive processes of middle school Algebra 1 students during cognitively demanding tasks. Individuals who experience mathematics anxiety may feel lifelong consequences and avoid mathematics courses at the secondary and college levels, which limits access to careers in STEM fields. Research suggests that a variety of factors may impact an individual’s mathematics anxiety. With an increase in the number of students enrolled in Algebra 1 at the middle school level, this explanatory sequential mixed-method study examines how mathematics anxiety influences students’ cognitive and metacognitive processes as they complete cognitively demanding Algebra 1 tasks during a think-aloud protocol analysis. Findings from the study support that individuals with moderate mathematics anxiety struggle with accessing metacognitive strategies as cognitive demand increases. Implications for practice and research, including recommendations at the state, district, and school levels, are discussed, as well as suggestions for future research.

This study provided insight into the impact a professional development series on cognitively demanding tasks had on teachers’ identification and implementation of tasks, as well as, determined which aspects of the professional development were beneficial to participants’ understanding of cognitively demanding tasks. The professional development included five sessions and was centered on the Instructional Quality Assessment (IQA) Potential of the Task and Implementation of the Task Rubrics (Boston et al., 2019). As part of the study, participants submitted tasks and student artifacts pre and post professional development. The investigation included an analysis of tasks, student artifacts, and a thematic analysis of collaborative conversations and interviews. A single case study was conducted, with the case being the professional development series. Additionally, case participants provided insights on their experiences and learning on cognitively demanding tasks. Findings suggested that there was an impact on participants’ implementation of cognitively demanding tasks after they participated in the professional development series. Throughout the thematic analysis, aspects of the professional development were identified as beneficial to participants’ learning and understanding of cognitively demanding tasks. Discussion of the findings in relation to the current literature and their implications were provided. Additional research was suggested to continue the professional development series with the IQA Teachers’ Questions, Teacher’s Linking, and Teacher’s Press Rubrics (Boston et al., 2019) which follow the IQA progression. Further research into the complexity of schools under heightened state or county supervision should be investigated in regard to professional development and teacher autonomy. These findings add to the literature and research in the field of mathematics education, cognitively demanding tasks, and professional development.

Throughout the world, including South Africa, various approaches have been identified and implemented in an attempt to ensure that employees in physically-demanding positions are properly managed from a physical work capacity point of view, the primary goal always being to return the employee in need of assistance to full working capacity as soon as possible. The burning question has, however, always remained: “What happens to the employee in the meantime?” This study focused on exactly that question, the aim being to develop a comprehensive tool to assist all parties concerned in managing the affected employee through the application of task-specific job accommodation. The predetermined goal of the study was to develop a task-specific job accommodation tool for a physically-demanding position. This was achieved through a number of steps, which included an extensive literature review, a thorough job analysis, identification of a suitable test battery with related minimum physical requirements and cut scores, interviews, and the eventual development of the tool. Once the task-specific job accommodation tool was completed, the next step was to make use of three case studies to assist in illustrating the way the tool is to be implemented, as well as to show the potential value of its implementation. The information from three actual incapacity cases in the company concerned was used for these case studies. The results from this study are extremely positive and the three case studies have provided a glimpse of the potential value that could be added through the implementation of the job accommodation tool. The final product will greatly assist the company concerned in managing incapacitated employees in a manner that is beneficial to both the company and the individuals involved. Hopefully, this study will contribute to bring about a new era in the way South African companies and their occupational health departments approach the management of their incapacitated employees. Copyright 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bester, GF 2008, A task-specific approach to job accommodation in physically-demanding positions, DPhil thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-10292008-180442 / > D498/gm / Thesis (DPhil)--University of Pretoria, 2008. / Biokinetics, Sport and Leisure Sciences / unrestricted