<p>The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.</p><p>The phenomena which stand in focus for the investigation is: <em>why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed </em>in intercultural comparison within the years 1993, 1999, 2003 and 2007.</p><p>The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.</p><p>Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.</p>

The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students. The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007. The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most. Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.

O processo de ensino-aprendizagem em matemática vem se tornando desafiador, visto que apesar dos conceitos serem ensinados intensamente pelos professores aos alunos, estes ainda possuem inúmeras defasagens. Em decorrência deste contexto, diversas reflexões e investigações sobre o que constitui a melhor maneira de ensinar vêm ganhando espaço nas pesquisas acadêmicas. Entre estes estudos, o uso de jogos como recurso pedagógico configura-se como uma possibilidade de garantir o processo de construção de conhecimento. Deste modo, esta pesquisa propõem a utilização de jogos matemáticos (Memória e Dominó de equações), como instrumentos para o ensino das equações de primeiro grau para alunos do 8° ano do Ensino Fundamental II de uma escola municipal. Partindo deste pressuposto, investigam-se as possíveis contribuições que os jogos podem oferecer ao processo de ensino-aprendizagem com o objetivo de proporcionar a oportunidade de uma aprendizagem sólida e significativa sobre as equações do primeiro grau, a fim de alcançar e aperfeiçoar as habilidades e competências, de acordo com os Parâmetros Curriculares Nacionais (PCNs). Com esta intenção, a metodologia desenvolvida na proposta é constituída por uma parte qualitativa (trata dos sentimentos dos discentes a respeito do ensino de matemática) e a quantitativa (pré-teste e pós-teste). Os dados foram analisados conforme o caráter de cada pesquisa aplicada aos sujeitos envolvidos (30 alunos). Os resultados mostram por meio da análise de grelhas de Bardin uma possível relação do uso da ludicidade e o progresso na construção dos conceitos matemáticos sobre as equações do primeiro grau em situações de jogo. Finalmente, conclui-se que a partir de tais contribuições, o uso de jogos contribuiu de forma relevante no rendimento e desenvolvimento cognitivo dos alunos. No entanto, nota-se que há a necessidade de avanços nas investigações sobre esta prática de ensino. / The teaching-learning process in mathematics has become challenging, since although the concepts are taught intensely by the teachers to the students, they still have numerous lags. As a result of this context, several reflections and investigations on what constitutes the best way to teach have been gaining ground in academic research. Among these studies, the use of games as a pedagogical resource is a possibility to guarantee the process of knowledge construction. In this way, this research proposed the use of mathematical games (Memory and Domino of equations), as instruments for the teaching of the equations of first degree for students of the 8th grade of Elementary School II of a municipal school. Based on this assumption, we investigate the possible contributions that games can offer to the teaching-learning process with the objective of providing the opportunity of a solid and meaningful learning about the equations of the first degree, in order to reach and improve the abilities and According to the National Curricular Parameters (NCPs). With this intention, the methodology developed in the proposal consists of a qualitative part (dealing with students\' feelings about teaching mathematics) and quantitative (pre-test and posttest). Data were analyzed according to the character of each research applied to the subjects involved (30 students). The results show, through Bardin\'s grid analysis, a possible relation between the use of playfulness and progress in the construction of mathematical concepts on the first degree equations in game situations. Finally, it has been concluded that from such contributions, the use of games contributed in a relevant way in the students\' cognitive performance and development. However, it has been noted that there is a need for further research on this teaching practice.

The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

This study investigates the teaching and learning of mathematics in four rural schools in the Eastern Cape Province of South Africa. The study is set against the backdrop of Curriculum 2005 (C2005) - an outcome based curriculum reform initiative that has been introduced to all South African schools. The objective of the study is to investigate the teaching and learning practices of four rural teachers of mathematics in this complex reform milieu. The following broad research question guides this study: "How do teachers interpret and implement the new mathematics curriculum in terms of a political perspective (how teachers and learners are connected to the curriculum); a socio cultural perspective (what adjustments the teacher makes to accommodate the learners' circumstances); and a practical perspective (how the teacher implements the goals of C2001?" The South African situation provides a unique and particularly challenging context for teaching and learning and curriculum reform. It is understood that schools differ - and therefore curriculum issues cannot be solved through general pronouncements but rather viewed from a multiplicity of perspectives. In this thesis, I examine the teaching and learning of mathematics in four rural classrooms in the Eastern Cape. By way of honouring the contextual complexity of the situation, 1 have adopted a multiple perspectives approach to analysing what goes on in these four classrooms. I use a political perspective to help understand how power operates in the curriculum process. / I employ a socio cultural perspective to examine how the curriculum process attends to the local circumstances of teachers and learners. A practical perspective is used to examine how the curriculum is implemented in a technical sense. This constructivist interpretive study employs the techniques of case study and narrative inquiry to study the curriculum practices of four teachers. Multiple methods - including interviews, participant observation and video recording - were used to gather data. Narrative accounts of the teaching and learning of mathematics were constructed and then analysed using the three perspectives. The study concludes that the curriculum can be interpreted at different levels formal, perceived, operational and experiential - and each level can be analysed in terms of the political, socio cultural and practical. Bringing these three perspectives together is a challenging, but necessary task in order to understand and act upon the complexities of educational reform in rural South African classrooms.

The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey, with 577 seventh-grade students (274 boys, 303 girls) from nine private and public schools. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, respectively, the results indicated that (1) The combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students&rsquo / mathematics achievement was significant. Boys&rsquo / mathematics achievement at public schools was significantly affected by extrinsic goal orientation and cognitive strategy use whereas self-efficacy and intrinsic goal orientation were two predictors for boys at private schools. Girls&rsquo / mathematics achievement both at public and private schools was significantly affected by self-efficacy. (2) There was no statistically significant mean difference between girls and boys with respect to task value, self-efficacy and test anxiety. Also, there was no statistically significant mean difference between public schools and private schools with respect to extrinsic goal orientation, task value, self efficacy and self-regulation.

The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students&rsquo / mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher five hours per week in a 15-week. The data were analyzed by using one-way repeated measures analysis of variance and a paired-samples t-test. According to the results of the study it was found that there was a statistically significant change in mathematics achievement of sixth grade students who participated in the instruction based on 5E learning cycle over three time periods (pre-intervention, post-intervention, and follow-up). There was only no statistically significant mean difference between post-intervention and follow-up mathematics achievement. Furthermore, there was a statistically significant decrease in mean scores of attitudes toward mathematics from prior intervention to after intervention.

This study aimed to investigate the differences in mathematics achievement scores of the eighth grade students with respect to their learning styles. Mathematics achievements of the eighth grade students were determined by the number of correct answers given in the mathematics subtest of Level Determination Examination (abbreviated in Turkish as SBS) which was administered in June 2009. Mathematics achievements of the eighth grade students were also determined by teacher-assigned mathematics grades which were given at the end of the school year of 2008-2009. Learning styles of different students were determined by Learning Style Questionnaire developed by Kolb. This study was conducted with 283 eighth grade students who attended schools located in different specified regions (city centre, suburban and villages) of Mustafakemalpasa town of Bursa during spring semester of 2008-2009. The data were analyzed by using Kruskal-Wallis Test and Mann-Whitney U Test. The results indicated that the most common learning style was found to be assimilators. The results of the statistical analyzes showed that there was asignificant difference in mathematics achievement scores of students with respect to learning styles. The mean of the SBS mathematics scores of convergers were found to be higher than that of assimilators, divergers and accommodators. The mean of both SBS mathematics achievement scores and teacher assigned mathematics scores of female students were found to be higher than that of male students. The mean SBS mathematics achievement scores of students who attended different schools located in the city centre were found to be higher than that of students who attended schools located in the suburbia and villages.

The purpose of this study is to investigate the effects of a mathematics instruction enriched with portfolio activities on seventh grade North Cyprus students&rsquo / mathematics achievement, motivation and learning strategies. A Doubly Repeated MANOVA measures experimental - control groups pretest-to posttest-to-retention test design was used. Convenience sampling was used in the study. 69 students from 102 formed the experimental and the control groups respectively. Motivated Strategies for Learning Questionnaire and mathematics achievement test were administered to treatment groups across three time periods. A semi-structured interview was conducted with 28 students in the experimental group. According to the findings, it was seen that the students who followed a portfolio-enriched instruction performed better in mathematics achievement, critical thinking, metacognitive self-regulation skills and extrinsic goal orientation compared to the students who followed a traditional instruction. v The findings showed that the differences for the post testing between the two groups were greater on metacognitive self-regulation and mathematics achievement test. Besides, differences for the retention testing between the two groups were greater on critical thinking and mathematics achievement test. Interview results of the study revealed that some students had emotional experiences with the portfolios. Students explained the strengths and weakness of portfolio. Furthermore, they utilized from internet, book or their peer to prepare their porfolios. The findings revealed that portfolio-enriched instruction is helpful especially in improving students&rsquo / mathematics achievement, critical thinking, metacognitive self-regulation skills and extrinsic goal orientation. Preparing a handbook and meta-curriculum for teachers is recommended in all educational settings, which may help them to develop classroom instruction according to the students&rsquo / special needs.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.