Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 108-124).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 186-193). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 1996. / Vita. Includes bibliographical references (leaves 456-461). Available also in an electronic version from UMI/Dissertation Abstracts International

The purpose of this study is to examine the teaching process with the integration of games which has been used in number and calculation instructions for fifth grade elementary school children with varying ability. The teaching models and game designs were modified according to viewpoints of students, parents and teachers. In this study, students were not only divided into basic and advanced groups based on their varying ability but also instructed separately. The researcher will adjust the difficulty level flexibly for the two groupings. The four teaching units were: multiplication and division, factor and multiple, four basic algorithms, and equivalent fractions. The researcher designs the mathematical games which are suitable for lessons with reference to prior research within the country and abroad. After carrying out the integration, the effects and improvements were examined through students¡¦ learning records, parents¡¦ questionnaires and interviews. The results indicated that game teaching can motivate students and have better effects on teaching students in accordance with their aptitude by ability grouping. There were several indicators of improving learning effects such as peers¡¦ mutual cooperation, clarifying mathematical concepts, be familiar with calculation and mathematical problem solving, the improvement of learning attitude, etc. The learning effects were gradually increasing in the process as well. Besides, students could timely offer their opinions for the improvement of game designs after the instruction. As to the parents, they considered that students improve calculating abilities and reduce fear in mathematics when there was an increase in learning motivation. Parents were having high satisfactions with the whole teaching models and observed obvious progress in students¡¦ achievements. To enhance the participation of students, game designs should avoid complex calculation and add in rules with more variations and probabilities. The consideration of low achievement students in integration of games, giving encouragement and reward system should work together at the right time to enhance participation. Besides, the impact of the labelling of ability grouping should be reduced to avoid negative viewpoints. Finally, the teaching surroundings with games integration not only improve students¡¦ learning attitude but also develop problem-solving ability and help to develop and upgrade their mathematical ability.

The main purpose of this research is to explore the implementation of problem-posing teaching activities for fifth grade students in the elementary school. The teaching material is on mixed operations of addition, subtraction, multiplication and division. The method of posing problems is Tsubota¡¦s ¡§Classified Subject¡¨, adopted from Japan. The teaching of posing problems was divided into two phases; one is ¡§problem solving¡¨, the other is ¡§problem posing then solving¡¨. According to this method, students initially solve the problems that the teacher provided. Second, taking this subject as the foundation, students posed the problems by themselves and solved the problems as well. During this research, the researcher utilized a variety of ways to collect data, such as self-construction of instruments on four arithmetic operations, problem-solving worksheets, problem-posing worksheets, learning diaries, and reflective notes. The goals of this research are four: first, analyzing the categories of students¡¦ work and the contents of posing problems that student created; second, investigating into the performance of problem solving; third, probing students¡¦ opinions of problem-posing activities; four, the difficulties the teacher encountered. The results of this research were four. First, it showed that 98.5% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems. Moreover, the majority of students were capable to, not only changing numerals of the problems, but also changing structures of the problems. The tendency of changing structure followed multiple aspects of developments. Second, students¡¦ performance on three steps operations problem solving was low; the performances of problem solving and problem posing then solving were close; students¡¦ performance at problem posing then solving stage was higher; and, the major reason for mistakes was insufficient procedural knowledge. Third, students expressed a liking of problem posing, they thought that the materials were interesting, and showed promising study manner. Fourth, the teacher encountered problems such as time control, the development of in-class presentation culture, and, few students¡¦ lack of concentration while problem posing.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Charles MacArthur, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 166-174). Also available on the World Wide Web.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

The purpose of this study is to investigate the relationship between certain personality characteristics and achievement of slow learning children.

No description available.