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<p> Mathematics is an indispensable skill. Mathematical reasoning occurs when a person is taught the basic foundations during the elementary school years. With the pressures following implementation of Common Core State Standards and Race to the Top, school districts are tried not only to raise their state test scores, but also to prepare, strengthen, and empower educators to feel confident in their ability to instruct mathematics effectively. The Singapore approach to teaching math was the innovative program that created higher math scores in school districts in the United States. The country of Singapore, after developing this approach became the world&rsquo;s leader in math scores. As more school districts attempt to use a Singapore math-type approach, the secrets of success for its implementation are important. Math in Focus is the authentic Singapore curriculum. This study attempted to document which aspects that encompassed implementing this new program worked most effectively by utilizing a mixed-method approach. This study documented and analyzed professional development training and collaborative teacher planning. The teachers in this study had five professional development workshops and met weekly for collaboration. Additionally, state testing scores were analyzed for the academic school years 2011&ndash;2012, 2012&ndash;2013, and 2013&ndash;2014.</p>

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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.D.)--Boston University.

This study assessed the relative effectiveness of verbal and non-verbal teaching methods in facilitating the learning of mathematics. The two treatments differed only in that nonverbal instruction did not permit oral communication or use of written words. Chalkboard instruction was characterized by complete silence in nonverbal classes. In verbal classes, new terminology was introduced by writing the terms on the board and using them thorughout the lesson. Four fourth-grade classes consisting of 88 students in one school were randomly assigned to treatment groups so that two were taught non-verbally, and two by the conventional verbal method. Two teachers were assigned one class of each type. Treatment and teacher factors were crossed in a pretest-posttest control group design. The demonstrated comparability of the two teaching methods not only points to nonverbal instruction as an alternate mode, but also seriously questions the effectiveness of conventional teacher talk in enhancing learning. Teachers with a creative bent should be encouraged to experiment with nonverbal instruction and design activities for all levels of development. The technique could be used effectively to break the routine of conventional instruction. The importance of nonverbal components should be stressed in methods courses for pre- and in-service teachers. Techniques of nonverbal instruction should be practiced in student teaching practices. / Typescript. / "August, 1973." / "Submitted to the Department of Mathematics Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 141-142).

"The purpose of this study was to determine what is included in the second grade curriculum of the Leon County schools at the present time, what attitudes and ideals are being encouraged and developed, what skills are being developed and what guidance is given in the classroom. It was the writer's desire to get a picture of these second grades as they are taught day by day. To get this picture she used a survey in which the teachers evaluated their own procedures and practices"--Introduction. / Typescript. / "September, 1944." / "Presented to the Graduate Committee of Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: M. R. Hinson, Professor directing paper. / Includes bibliographical references (leaf 46).

This program was carried out in the two sections of the fourth grade at the Agnes McReynolds Elementary School in Pensacola, Florida. In investigating the place of geography in the elementary curriculum, and the teaching and testing of this subject, material has been found that will be of great use to both teachers in the future. An attempt has been made here to record some of the findings and to draw conclusions from them. Intelligence tests, reading tests, as well as geography tests, were given to fifty-eight children in order to better evaluate geography learning in relation to intelligence and reading ability. / Typescript. / "July, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. F. Becker, First Major. / Includes bibliographical references (leaves 40-42).