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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.

The aim of this study was to design short interventions based on the literature study, which will change the pupils’ posture on mathematics and connections between problem-solving in mathematics and everyday life. An experimental group of 17 pupils in fifth grade participated in the study and were educated in everyday mathematics 20 minutes a day during four weeks. The intervention was measured in a pre- and after questionnaire, in order to control the design and discover possible changes in the pupils’ posture on mathematics and connections between problems and everyday life. The design was meant to be a first cycle, where the result can contribute to improvement in other cycles and further studies. The result showed that the pupils had got a more positive view on mathematics and its field of application, and some improvement in problem-solving towards mathematics related to their everyday life.

In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.

School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.

This study regards the importance of exposure to English in English education. The study identifies factors of education proven to be effective when learning a language, such as exposure, the pupils’ lives as a platform, repetition, a calm and secure environment, learning connected to physical action and use of pictures and body language to aid verbal language. Lessons were designed in accordance with existing previous research and literature on exposure to the language. The lessons were carried out among first-graders to determine whether they were successful or not. The success was measured through results from a pre-test as well as a post-test which were both followed by interviews with the pupils. The differing results from the pre- and post-tests as well as the interviews with the pupils indicate the lessons are successful as the scores were higher in the post-test and the pupils could identify their own progress.

Vilka svårigheter blir synliga när eleverna ska lära sig den analoga klockan? Genom en learning study undersöker den här studien vilka kritiska aspekter som går att urskilja. De kritiska aspekterna har definierats utifrån tidigare forskning samt genom intervjustudier med en matematiklärare i åk 4. Utifrån variationsteorins centrala begrepp har studien byggt en lektionsserie på tre lektioner som utgår från att låta eleverna få syn på de kritiska aspekterna. Studien visar att eleverna har svårt att se hur den analoga klockan är uppbyggd och att den analoga klockan har sin grund i en annan talbas än 10-bas, den sexagiesmala talbasen. Lektionserien genomförs i två klasser i årskurs 4. Lektionsserien föregås av en kunskapstest och samma test genomförs efter avslutande lektioner.  Resultatet visar att när undervisningen låter eleverna få syn på de kritiska aspekterna förbättras elevernas förmåga att kunna förstå och avläsa den analoga klockan. Eleverna förbättrade sin förmåga att dela upp klockans sexio minuter i olika stora delar med korrekt antal minuter i varje del. De visade också förbättrad förståelse för de olika visarnas funktion och visade på ökad förståelse relationen mellan timvisaren och minutvisaren. De förbättrade också förmågan att skilja på när den analoga klockan är “i” och “över”. / Vilka svårigheter blir synliga när eleverna ska lära sig den analoga klockan? Genom en learning study undersöker den här studien vilka kritiska aspekter som går att urskilja. De kritiska aspekterna har definierats utifrån tidigare forskning samt genom intervjustudier med en matematiklärare i åk 4. Utifrån variationsteorins centrala begrepp har studien byggt en lektionsserie på tre lektioner som utgår från att låta eleverna få syn på de kritiska aspekterna. Studien visar att eleverna har svårt att se hur den analoga klockan är uppbyggd och att den analoga klockan har sin grund i en annan talbas än 10-bas, den sexagiesmala talbasen. Lektionserien genomförs i två klasser i årskurs 4. Lektionsserien föregås av en kunskapstest och samma test genomförs efter avslutande lektioner.  Resultatet visar att när undervisningen låter eleverna få syn på de kritiska aspekterna förbättras elevernas förmåga att kunna förstå och avläsa den analoga klockan. Eleverna förbättrade sin förmåga att dela upp klockans sexio minuter i olika stora delar med korrekt antal minuter i varje del. De visade också förbättrad förståelse för de olika visarnas funktion och visade på ökad förståelse relationen mellan timvisaren och minutvisaren. De förbättrade också förmågan att skilja på när den analoga klockan är “i” och “över”. / What difficulties become visible when students have to learn the analog clock? Through a learning study, this study examines which critical aspects can be distinguished. The critical aspects have been defined based on previous research and through interview studies with two mathematics teachers in year 4. Based on the central concept of variation theory, the study has built a lesson series of three lessons based on letting the critical aspect become visible to the students. The study shows that the students have difficulties understanding how the analog clock is structured and that the analog clock is based on the sexagiesmal base rather than the decimal. The lesson series is carried out in two classes in year 4. The lesson series is preceded by a knowledge test and the same test is carried out after the final lessons. The results show that when we allow the students to become aware of the critical aspects, the students' ability to understand and read the analog clock is improved. The results show that when the teaching allows the students to see the critical aspects, the students' ability to understand and read the analog clock is improved. The students improved their ability to divide the sixty minutes of the clock into different parts with the correct number of minutes in each part. They also showed an improved understanding of the function of the various hands and showed an increased understanding of the relationship between the hour hand and the minute hand. They also improved the ability to distinguish when the analog clock is "to” and "past".

Please read the abstract in the section 07back, of this document / Thesis (DEd)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted