M.Ed. (Mathematics) / The rising of the problem whether competency based education (CBE) programs produce better results than conventional edu - cational report. methods has been investigated and discussed in this A comprehensive literature study indicated that the upholders of the CBE program advocated beter results than the conventional educational methods. Research showed positive results. An empirical research on the micro-level was launched to de - termine whether this was the case or not. The procedure was to use a group N1-students, at a technical college of the Department of Education and Training, who were not familiar with the N1-Mathematics syllabus. An experimental group as well as a control group was selected at random. The experimental group was subjected to the CBEmethod and the control group to the conventional method of teaching of N-Mathematics. Prior to the research both groups were subjected to a standard N1-Mathematics test without preparation. These results were used for the pretest. The national N1-Mathematics examination was used for the post test, after completion of the course. The pretest results were compared to determine whether there was a significant difference in the level of the foreknowledge of the two groups...

Recent increases in youth unemployment have driven reforms to educational provision. This has created an increased focus on gaining a formal qualification in maths because it affects access to jobs/course places. These governmental reforms have placed a heightened responsibility on schools to provide appropriate interventions to meet pupils’ needs. Theoretical models developed to understand what affects maths achievement have highlighted the importance of providing appropriate learning opportunities to develop requisite cognitive skills of Working Memory (WM) and Metacognition (MC). Support has been found for these models through correlational research demonstrating the link between WM, MC and maths. Studies have also shown that anxiety, both general and maths specific can interact with WM and MC to affect performance in maths. A review of research indicated that WM training and MC interventions delivered in a maths context can contribute to improved maths achievement, however none of these studies considered the effect of anxiety. The current empirical study examined the effect on 13 and 14 year olds’ maths achievement of WM training (CogMed) and a MC intervention (in the form of one-to-one tutoring). Maths achievement, WM, MC and anxiety (maths and general) were measured at pre, post and follow-up (8 weeks) to explore their contribution to maths achievement. Significant improvements for both intervention groups from pre to post and from pre to follow-up were found for WM and maths achievement. A significant reduction in maths anxiety was found in both groups over the same timescale, but there were no significant changes in MC or general anxiety. Evidence was found for a link between changes in WM and general anxiety and a link between changes in MC and maths anxiety. Results are discussed in relation to understanding what factors are important in the observed changes, and implications for educational interventions are considered.

Syftet med studien är att få en större förståelse för elever i matematiksvårigheter genom att beskriva fyra speciallärares erfarenheter av undervisning med elever i matematiksvårigheter. Studien utgår från en kvalitativ ansats där fyra semistrukturerade intervjuer har genomförts med verksamma speciallärare. I resultatet redogörs speciallärarnas uppfattning av matematiksvårigheter, hur undervisningen kan se ut och hur samarbetet fungerar mellan speciallärare och klasslärare.    Slutsatser som kan dras är att matematiksvårigheter inte endast beror på en enda faktor utan att flera olika perspektiv måste tas i beaktande för att kunna möta elever i matematiksvårigheter. De faktorer som nämns i störst utsträckning är olämplig undervisning, koncentrationssvårigheter, minnessvårigheter, läs-och skrivsvårigheter och matematikängslan. Elever stöttas genom konkret material och genom anpassad undervisning. Elever gynnas av en tillgänglig lärmiljö och att det finns en medveten plan om hur den särskilda undervisningen ska ske. Det är även viktigt att hitta brister i elevernas matematikkunskaper redan i förskoleklass för att förebygga att matematiksvårigheter uppkommer. Resultatet visade även att speciallärare och klasslärare har ett nära samarbete och hjälps åt när det gäller att analysera och kartlägga eleverna. / The aim of the study is to contribute to a greater understanding of pupils’ difficulties in learning mathematics by describing four special teacher’s experiences of teaching students with difficulties. The study is based on a qualitative approach where four semi-structured interviews are implemented with active special teachers. The result describes how the special teachers' perception of mathematical difficulties, how the teaching can be planned and what the collaboration looks like between the special teacher and the class teacher. Conclusions is that mathematical difficulties do not only depend on one single factor and it is necessary to take into consideration to look at several different perspectives in order to be able to meet pupils with difficulties in learning mathematics. The factors that are mentioned to the greatest extent are inappropriate teaching, concentration difficulties, problem with working memory, reading- and writing difficulties and mathematical anxiety. Pupils are supported through concrete materials and adapted teaching. Pupils benefit from an accessible learning environment and that there is a conscious plan for how the special teaching should take place. It is also important to find gaps in mathematics already from preschool to prevent mathematical difficulties. The result also showed that special teachers and class teachers work closely together and help each other when it comes to analyzing pupils.

[pt] O desempenho dos alunos brasileiros em matemática é uma questão que aflige há muito a sociedade e a comunidade científica. As políticas públicas têm tentado desenvolver ações que respondam à demanda de melhorar a aprendizagem dos estudantes. Neste contexto, a formação de professores é uma variável importante a ser considerada. A presente pesquisa tem por objetivo apresentar uma análise comparativa das competências desenvolvidas/aprimoradas pelos professores participantes de dois modelos de formação continuada para o ensino da matemática: a especialização oferecida pela Universidade Federal Fluminense (UFF), que representa o modelo dominante universitário, e a Residência Docente do Colégio Pedro II, representante de uma nova política pública de formação de professores. Os dados foram coletados em duas etapas: na primeira etapa, de natureza quantitativa, os professores responderam a um questionário fechado que identificou dados sócio-históricos e as percepções iniciais de suas competências docentes; e na segunda etapa, de natureza qualitativa, foram realizadas entrevistas com os docentes para possibilitar uma compreensão mais significativa acerca de suas competências docentes relacionadas ao planejamento e gestão do processo ensino-aprendizagem, às competências ético-crítico-reflexivas e ao estabelecimento e manutenção das relações no ambiente escolar. Os resultados diferenças e aproximações entre os dois modelos e destacaram a importância e o desafio de estabelecer uma relação teoria e prática satisfatória durante a formação dos professores; a relevância de um contexto social que possibilite a escolha da profissão por desejo e não pela demanda de profissionalização precoce; a ausência de intervenção dos professores em situações de preconceito entre os alunos; a predominância da demonstração como forma de ensinar os conteúdos da disciplina, entre outros aspectos que demonstram que há uma necessidade urgente de transcender o modelo de formação baseado apenas no ensino dos conteúdos da matemática e no uso de metodologias ativas para que os alunos os aprendam, considerando a importância de desenvolver competências que integrem as relações pessoais e sociais nas aulas de matemática. / [en] The performance of Brazilian students in mathematics is a question that deeply troubles both society and the academic community and public policies have tried to develop actions that respond to a demand for better learning. In this context, teacher education is an important variable to consider. The objective of this research is to present a comparative analysis of the competences developed or improved on by participating teachers in two models of teacher education for mathematics teaching: the postgraduate specialization course offered by the Universidade Federal Fluminense (UFF), which represents the dominant university model, and the teacher residence programme at Colégio Pedro II, representative of a new public policy for continuous teacher education. The data were collected in two stages: in the first stage, teachers responded to a closed questionnaire that identifies socio-historical data and their initial perceptions of their competences; in the second stage, interviews were realized with the teachers in order to develop a greater understanding of the teachers competences in relation to the planning and management of the teaching-learning process, ethicalcritical- reflexive competences, and the establishment and mantenance of relationships in the school environment. The different results and approximations between the two models are analysed, emphasizing the importance and challenge of establishing a satisfactory relationship between theory and practice during teacher education; the relevance of a social context that facilitates the choice of a profession by desire and not by the demand of precocious professionalization; the absence of the intervention of teachers in situations of prejudice between students; the predominance of demonstration as a method for teaching mathematical concepts, amongst other aspects that demonstrate the urgent necessity to transcend the model of teacher education based only on the teaching of mathematical content and to promote active methods in order for the students to learn, considering the importance of developing teacher competences that integrate personal and social relations in mathematics classes.

This qualitative research used the tenants of phenomenological research to structure a study that begins to identify faculty coordinator’s decision processes in selecting a general education mathematics course. In this study, I examined the question if a faculty member's experiences or beliefs had any influence on the decision process. The interviews occurred with faculty in degree programs grouped by the following a) no specific mathematics requirements (e.g., Humanities) degree programs, b) mathematics-light degree programs (e.g., Social Sciences) and c) mathematics-intensive degrees (e.g., Computer Science). The results of this study are varied but suggest that faculty tasked making decisions on mathematics should understand current recommendations and trends in mathematics selection.

The Florida Department of Education's Next Generation Sunshine State Standards were adopted in 2008 as a means of increasing the rigor of mathematics learning and teaching mathematics to depth. In this study teachers' beliefs about developmentally appropriate tasks were examined through a web-based survey. Participants' responses to the survey were compared to the Florida Department of Education's Next Generation Sunshine State Standards. These standards were created in accordance to the 2006 National Council of Teachers of Mathematics Curriculum Focal Points in Mathematics Prekindergarten through Grade 8. This study included 25 teachers from a large metropolitan school district in Florida. Results demonstrate that a difference does exist between teachers' beliefs regarding when certain tasks should appear in the curriculum and what is advocated by the Next Generation Sunshine State Standards. Teachers' demographic information such as years of experience, employment by Title 1 school, and number of different grades taught, were not found to be significant predictors of their responses to prompts regarding developmentally appropriate tasks.

O presente trabalho é relativo à uma investigação sobre parte da trajetória da formação para o ensino da Matemática nas séries iniciais do Ensino Fundamental de futuras professoras - alunas de um curso de Pedagogia, cuja análise focou as concepções em relação à Matemática e seus processos de ensino e aprendizagem. O objetivo investigativo principal foi conhecer de que maneira o futuro professor estabelece conexões entre suas concepções e a prática pedagógica pré-profissional de modo a permitir a compreensão sobre o modo como ele aprende a ensinar Matemática. Para tanto, considerou-se a teoria de Mudança Conceitual como guia na estruturação do trabalho de campo e a Noção de Perfil Conceitual como fio condutor para a análise das informações obtidas no campo de pesquisa. Os dados foram obtidos por meio de questionários aplicados durante o desenvolvimento de uma disciplina curricular do curso - Metodologia do Ensino da Matemática - e, também, por meio de entrevistas reflexivas realizadas durante o período de desenvolvimento do estágio em docência proveniente de outra disciplina curricular - Prática Pedagógica C: Estágio em Docência - e, ainda, das anotações, da pesquisadora, no diário de campo relativo às observações das aulas de Matemática dos estagiários; dos videoteipes das aulas na universidade, de entrevistas e, também, de documentos (Proposta Pedagógica do curso de Pedagogia, planos de aula e relatório de estágio dos sujeitos). Para a análise em profundidade dos dados, desenvolveu-se o estudo de três casos - A1, A2 e A3 - sendo que o primeiro caso e o segundo evidenciaram certa evolução conceitual em relação às concepções sobre a Matemática e seus processos de ensino-aprendizagem, após terem vivenciado perturbações conceituais e emocionais e, também, demostrarem consciência sobre seus diferentes modos de pensar e agir em sala de aula. Já A3, não apresentou evoluções conceituais em seu perfil, possivelmente, devido a obstáculos que emergiram durante o período investigativo. Entre os resultados obtidos com as análises, constatou-se que o futuro professor vincula as próprias experiências com a escolarização como meio de estabelecer conexões entre suas concepções e a prática pedagógica. Um outro aspecto constatado é que o estágio em docência se constitui em uma etapa importante da aprendizagem da docência, pois, quando desenvolvido em paralelo com atividades de metacognição, ele se torna um elemento mediacional entre as concepções pessoais do futuro professor e as veiculadas pela escola, no caso, pela universidade. É durante o estágio que o aluno tenta colocar em prática o que concebe sobre o ensino de um certo conhecimento e, somente com a reflexão sobre os resultados obtidos com a prática pedagógica é que ele consegue estabelecer relações entre sua forma própria de pensar e agir em detrenimento dos novos referenciais teóricos. Evidenciou-se, também, a importância do professor formador como um outro elemento mediacional entre as concepções pessoais e a prática pedagógica. Assim, considera-se que a análise da evolução conceitual se constitui em um caminho interessante para as discussões relacionadas à formação de professores que vão ensinar Matemática nas séries iniciais. / The present work concerns a research about part of the trajectory of future teachers in their pre service Mathematics teacher education for the initial series of the Elementary school - students of Pedagogy course, which analysis focused the conceptions regarding the Mathematics processes of teaching and apprenticeship. The prime investigative goal was to know in which way the future teacher establishes connections between his conceptions and the pre-professional pedagogic practice, to allow the understanding on the way how he it learns to teach Mathematics. So, the Conceptual Change theory was considered as a guide in the structuring of the field work and the Conceptual Profile Notion like a connecting thread for the analysis of the data obtained in the inquiry field. These data were obtained through questionnaires applied during the development of a curricular discipline of the course - Methodology of the Mathematics Teaching - and, also, through reflexive interviews carried out during the period of development of the teacher training originating from another curricular discipline - Pedagogic Practice C: Teacher Training - the data also came from annotations of the researcher in his field diary concerning the observations of the Mathematics\' classrooms done by the teaching trainees; from the video tapes of the university classes, from interviews and documents (Pedagogic Proposal of the course of Pedagogy, classes planning and report of teacher training subjects). For the analysis in depth of the data if it developed the study of three cases - A1, A2 and A3 - being that the first case and as had evidenced certain conceptual evolution in relation to the conceptions on the Mathematics and its processes of teach-learning, after to have lived deeply conceptual and emotional disturbances and, also, to demonstrate conscience on its different ways to think and to act in classroom. Already A3, did not present conceptual evolutions in its profile, possibly, had the obstacles that had emerged during the investigated period. Among the results obtained with the analyses, it was noticed that the future teacher links his experiences with the schooling like a way of establishing connections between his conceptions and his pedagogic practice. Another noted aspect is the fact of the teacher training is constituted an important stage of the teaching apprenticeship, so, when developed in parallel with metacognition activities, it becomes a mediational element between the future teacher\'s personal conceptions and those conveyed by the school, in this case, for the university. It is during the teacher training that the trainee tries to put in practice what conceives like teaching of a specify knowledge, and only considering about the results obtained with his pedagogic practice is that he manages to establish relations between his own form of thinking and acting to the detriment of the new theoretical referential. It was proven, also, the importance of the formative professor as one another mediacional element between the personal conceptions and practical the pedagogical one. Thus, it is considered that the analysis of the conceptual evolution if constitutes in an interesting way for the quarrels related to the formation of professors who go to teach Mathematics in the initial series.

Made available in DSpace on 2017-07-10T16:28:04Z (GMT). No. of bitstreams: 1 Juliane Parcianello.pdf: 8796453 bytes, checksum: 7fb6c1f200160948e75db5ae8dc50999 (MD5) Previous issue date: 2015-12-04 / The Project Papers was an action of Continuing Education for Elementary School teachers in the state of Paraná, developed by the State Education Secretary among 2003 and 2010. This research had as main aim to understand the contribution of the Project Papers for the Continuing Education of Mathematics teachers. It was developed by the analysis of official documents from SEED/PR (Resolutions, Instructions, Work Plans) that guide the Continuing Education acts regarding the formation and appreciation of the educational workers and of texts published by the Secretary, through a parallel among those and the social, political and economic context in which they were designed and presented to the teachers and the community in general. The analysis was enlarged to thirty Papers written about the structuring content Functions and it was held by fifteen questionnaires with the teachers/authors and two questionnaires with the Pedagogical Team Coordinators of the Educational Regional Core of Dois Vizinhos and Pato Branco. The results showed that the Project Papers enabled Mathematics teachers access to the research in order to enlarge their knowledge, as well the collaborative production of texts in theoretical and methodological character about the curriculum contents targeted to the High School students. There was, with the Papers, stimulus to the professional career, through the punctuation to the functional progression. It is evidenced that the Project Papers, in the Mathematics area, was an important proposal that was set as a teaching tool and of Continuing Education for teachers. It enabled the Mathematics teachers the opportunity of formation, through the written production, of the validation process and of the use of the material, both to the teacher who brought it forth and to the one who makes use of the teaching material. The Project Papers built a meaningful alternative for the Continuing Education of Mathematics teachers in the state of Paraná. / O Projeto Folhas foi uma ação de Formação Continuada para professores da Educação Básica pública do estado do Paraná, desenvolvido pela Secretaria Estadual de Educação entre os anos de 2003 e 2010. Esta pesquisa teve como objetivo principal compreender as contribuições do Projeto Folhas para a Formação Continuada de professores de Matemática. Desenvolveu-se mediante análise de documentos oficiais da SEED/PR (Resoluções, Instruções, Planos de Trabalho) que orientam as ações de Formação Continuada, do Plano Estadual de Educação no tocante à formação e valorização dos trabalhadores da educação e de textos publicados pela Secretaria, através de um paralelo entre estes e o contexto social, político, econômico em que eram concebidos e apresentados aos professores e à comunidade em geral. A análise ampliou-se para trinta Folhas escritos sobre o conteúdo estruturante Funções e foi efetivada por quinze questionários com professores/autores e dois questionários com Coordenadoras da Equipe Pedagógica dos Núcleos Regionais de Educação de Dois Vizinhos e Pato Branco. Os resultados demonstram que o Projeto Folhas possibilitou aos professores de Matemática o acesso à pesquisa a fim de ampliarem seus conhecimentos, bem como a produção colaborativa de textos de caráter teórico e metodológico sobre os conteúdos curriculares direcionados aos alunos do Ensino Médio. Houve, com o Folhas, incentivo à carreira profissional, por meio de pontuação para a progressão funcional. Fica evidenciado que o Projeto Folhas, na área de Matemática, foi uma proposta importante que se configurou como recurso didático e de Formação Continuada de professores. Proporcionou aos professores de Matemática oportunidade de formação, por meio da produção escrita, do processo de validação e da utilização do material, tanto para o professor que o produziu quanto para o que faz uso do material didático. O Projeto Folhas constituiu uma alternativa significativa para a Formação Continuada de professores de Matemática no estado do Paraná.

<p> Providing access to a post-secondary education for a diverse population of learners with varied levels of academic preparation continues to be a challenge for California community colleges. One response has been to establish partnerships. Each partnership incorporates different scopes, instructional patterns, and outcomes to impact students. The literature supports the construction of academic pathways that provide evidence of persistence and student success. Research legitimizes connections that link students to student support services and academic skill development. California community colleges are implementing partnerships designed to achieve this end.</p><p> This study examined the impact of a noncredit to credit partnership. It explored the factors that contributed to student success in community college credit entry-level mathematics courses. The findings of the study revealed the impact of alternative course structures that integrate subject competency with preparation for the rigor of credit math courses. The study findings revealed the benefit of in-class tutoring and counseling that connects students to support services and reduces transitional barriers. This study will add to the volume of research regarding student success as it examines a noncredit program utilizing untapped resources to support student success in a community college district setting.</p>

Matematinio ugdymo valdymas, panaudojant nuotolines studijas dar visai naujas reiškinys tiek švietimo vadyboje, tiek pedagogikoje tiek ir kituose moksluose. Šiame magistriniame darbe pristatoma, kaip muotolinės studijos yra panaudojamos ugdant ketvirtų klasių mokinius bei mokant juos matematikos. Taip pat apibrėžiama, kaip nuotolinių studijų panaudojimas matematinio ugdymo valdyme veikia mokinių sugebėjimus, pasiekimus, motyvaciją, pateikiama, kokios strategijos, metodai bei metodikos efektyviausiai veikia vaikų mąstymą, įgūdžius ir t.t. Pirmąjame magistrinio darbo skyriuje išskiriama ugdymo, matematinio ugdymo ir matematinio ugdymo valdymo sampratos, kurias skirtingai aiškina įvairių mokslų krypčių atstovai. Šiuolaikinėje pedagogikoje ugdymas dažnai apibūdinamas kaip žmogaus pilnutinio gyvenimo kūryba jo paties jėgomis, aprūpinant jį saviraiškos priemonėmis. Matematnis ugdymas plėtoja vaikams tam tikras vertybes, tokias kaip kūrybiškumas, atvirumas naujoms idėjoms, sąžiningumas, tiesos siekimas, smalsumas, išradingumas ir darbštumas, kai tinkamai parenkamas matematinio ugdymo turinys bei metodai. Matematinio ugdymo valdyme svarbiausia yra tam tikrų ugdymo metodų, strategijų, būdų parinkimas mokant matematikos, pedagoginio darbo planavimas ir mokėjimas vadovauti matematikos pamokose. Antrajame skyriuje pateikiami nuotolinių studijų ypatumai bei tam tikrų technologijų integravimas į ugdymą, ugdymo procesą bei matematinį ugdymą. Naujų technologijų plėtra ir gebėjimo... [toliau žr. visą tekstą] / It is a new concept in education management, paedagogics and other sciences training ruling on mathematics, when there is used distance studies. There is delivered distance studies using on mathematics training among presecondary 4th class children in this master work. Also there is defined how distance studies using on mathematics training influences on children motivation, achievements, abilities and which strategies, methods and methodics are the most effective influencing children‘s skills and thinking. There is marked out conception of training, training on mathematics and training ruling on mathematics in first chapter of this master work. Different researcers explains these conceptions differently. It is often described training as a man‘s full creative work, when he use hisself powers, providing him with meassurments of selfexpression. Training on mathematics spread children‘s corresponding values, such as creativness, frankness on new notion, honesty, aspiration to truth, curiosity, cotrivness and diligence, when there is picked positive strategies and methods on mathematics training. It is important to choose corresponding methods, strategies and ways when teaching mathematics and to know how to plan and organize yourself paedagogical work in training rulling on mathematics. There is presented the features of distance studies and implemention of corresponding technologies on training and training on mathematics in second chapterr of this master work. An expansion... [to full text]