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The purpose of this research was to determine if teacher written evaluations in arithmetic and the frequency of administering them would produce a significant difference in arithmetic achievement. The following null hypotheses were set up to guide the statistical analysis:1. There will be no significant difference between the achievement of students receiving no teacher written evaluation and those receiving teacher written evaluation every day.2. There will be no significant difference between the achievement of students receiving teacher written evaluation once every two weeks than those who receive no teacher written evaluation.3. There will be no significant difference between the achievement of students receiving teacher written evaluation every day than those having no evaluation and those evaluated once every two weeks.Three groups of sixth grade children in Anthony Elementary School in Muncie, Indiana were used in this study. Each group contained fourteen boys and eight girls. The mean intelligence quotients determined by the Otis Lennon Dental Ability Test of the three groups were approximately the same (110). Each group had a different teacher. Arithmetic was taught at the same time for fifty minutes each day for eighteen weeks. The researcher met each week with the teachers to determine pace and material to cover the next week.Group I did not use tests of any type during the study. Group II was given teacher written evaluations once every two weeks. Group III was evaluated every day by teacher written tests.The Standard Achievement Test, Modern Mathematics Concepts Tests, Form X was given at the beginning of the study. The analysis of variance and the "F" test was applied to the raw scores resulting in the value of "F" as 1.286. A difference at the .C3 level of confidence would necessitate an "F" value of 3.14. We therefore concluded that there was no significant difference in the achievement of the three groups at the beginning of the study.Form W of the Stanford Achievement Test, Modern Mathematics Concepts Tests, was given at the conclusion of the study. Again using the analysis of variance and the 'F" test the value of "F" was 1.284. A difference at the .05 level of confidence would necessitate en "F" value of 3.14. We therefore concluded that there was no significant difference in the achievement of the three groups at the conclusion of the study.The analysis of variance and the "F" tests was used to compare the group because of the involvement of more than two groups. This means of comparison eliminates the necessity of comparing subsamples one by one which is nearly impossible because of the calculation involved.Null hypothesis number one which stated, "There will be no significant difference between the achievement of students receiving no teacher written evaluation and. those receiving teacher written evaluation every day," can not be rejected at the .05 level of confidence and must be accepted with the limits of this study as valid end reasonable.Null hypothesis number two which stated, "There will be no significant difference between the achievement of students receiving teacher written evaluation once every two weeks than those who receive no teacher written evaluation," can not be rejected at the .05 level of confidence and must be accepted within the limits of this study as valid and reasonable.Null hypothesis number three which stated, "here will be no significant difference between the achievement of students receiving teacher written evaluation every day than those having no evaluation and those evaluated every two weeks," can not be rejected at the .05 level of confidence and must be accepted within the limits of this study as valid and reasonable.

This study investigated the teaching of mathematics in the Intermediate phase, in ltsoseng circuit. The study adopted a survey as its research design. Data was drawn from a sample size of 14 mathematics educators from 5 primary schools, which were selected from 9 ltsoseng primary schools. ' Questionnaires, interviews and observation were used to elicit data on classroom practices during the teaching and learning of mathematics. Lesson observation was used to triangulate the information collected through questionnaire and interviews. The investigation indicated that ltsoseng primary mathematics educators are still using traditional methods used in the apartheid education system to teach mathematics. The conclusion drawn from the study is that there is a need for professional development of educators to broaden their knowledge on the teaching strategies that could be used to teach mathematics in the Outcomes Based Education (OBE) context. / (M.Ed.) North West University, Mafikeng Campus, 2006

The general purpose of this study was to investigate the effectiveness of using cognitive behavior modification (CBM) procedures as developed by Meichenbaum and Goodman (1971) to teach basic addition and subtraction skills to reflective and impulsive second grade students. The specific purpose was to determine if CBM tutoring procedures were generally more effective than conventional tutoring procedures or no tutoring, or if the relative effectiveness of the different types of tutoring depended upon the particular cognitive style of the students receiving the tutoring.There were 96 subjects who participated in this study. Permission slips were sent out to the parents of 223 second graders in the three participating elementary schools in Muncie, Indiana. Permission slips were returned by 167 students, all of whom were then administered the Matching Familiar Figures Test (MFFT). The median split procedure was used to classify 50 children as reflective and 49 as impulsive. From this subject pool 48 reflective and 48 impulsive students were randomly assigned to one of two types of tutoring or to a control group which received no tutoring. A total of six students was lost due to attrition.Ninety students were administered the operations section of the Metropolitan Achievement Test, which served as the dependent measure.A 3 x 2 factorial version of the post-test only, control group, true experimental design was used in this study. The three different levels of tutoring made up the active independent variable, while the two levels of cognitive style constituted the attribute variable.CBM instructional tutoring and conventional instructional tutoring were found to be ineffective in improving the mathematics achievement of second graders regardless of cognitive style when compared to a no-treatment control group which received no tutoring. Students receiving CBM instructions were resistant to modifying their problem solving approach to incorporate CBM procedures. The students were not chosen on the basis of having mathematics difficulty and may not have perceived themselves as needing to change a successful existing strategy. These findings were interpreted within the context of the less than encouraging previous results found with CBM and academics.

The purpose of the study was to determine the effects of Assertive Discipline on Title I students in the areas of reading and mathematics achievement. Specifically, the study was designed to determine whether application of the systematic program components developed by Canter would result in statistically significant improvement in achievement in reading and mathematics.Conceptual and empirical literature relating classroom management and academic achievement was reviewed. Based upon the evidence, a study to investigate the effectiveness of the Assertive Discipline model was undertaken.Fifth and sixth grade students enrolled in the seven Title I programs in East Allen County schools during the 1979-80 school year comprised the population from which the sample was drawn. Teachers of Title I students at schools containing four of the Title I programs included Assertive Discipline as part of the Title I offerings for fifth and sixth grade students. Teachers of Title I students at schools containing the remaining three programs used an undifferentiated approach to behavior management with fifth and sixth grade students.The 1971 Metropolitan Achievement Tests, Elementary Reading and Mathematics, form H, were administered to the subjects in April 1979 and in April 1980. The eighty-three students both pretested and posttested were the subjects for the study. The experimental group consisted of forty-nine subjects. Thirty-one experimental subjects were in grade five; eighteen were in grade six. The control group consisted of thirty-four subjects . Twenty-three, control subjects were in grade five; eleven were in grade six. Of the total experimental group, thirty-five subjects were male, and fourteen subjects were female. The control contained twenty-two male and twelve female subjects.One null hypothesis and two alternative hypotheses were tested to determine the degree to which Assertive Discipline affected achievement in reading and mathematics. Pretest and posttest data were analyzed for experimental and control groups and for subgroups based upon grade and sex. An analysis of covariance, with pretest means as co-variates, was used to control for selection biac attendant to non-randomization. The Statistical Package for Social Sciences was the set of computer programs utilized to perform the statistical analysis of the data.Based upon the results of univariate and multivariate tests of equality of mean vectors for experimental and control subjects:1. Differences noted when mean group scores were compared were not significant atthe .05 level of confidence.2. Differences noted when mean scores were compared by grade were not significantat the .05 level of confidence.3. Differences noted when mean. scores were compared by sex were not significant atthe .05 level of confidence.The null hypothesis was held as tenable. A statistically significant difference in reading and mathematics achievement did not exist between fifth and sixth grade Title I students for which the program included Assertive Discipline as a condition of the Title I experience and fifth and sixth. grade students for which Assertive Discipline was not a part of the Title I experience.

In order to close the gap that exists between the research areas of mathematics anxiety and mathematics learning, this study examined cognitive, metacognitive, and affective aspects of mathematics anxiety as well as students' mathematics performance and competence. One hundred and five grade 9 students, 51 males and 54 females, from two high schools in the same school board provided data on current and past final grades and anxiety measures, both general and specific to mathematics anxiety. A subset of 40 students was selected based on either high or low mathematics anxiety, and verbal protocols were collected while they solved six mathematical problems. Students ranked themselves and teachers ranked their students on how confident they felt about solving each problem. Two sets of marks were assigned to students' performance, one based on their written work only and the other one also taking into account knowledge evidenced from their verbalizations. As predicted, the more mathematics-anxious students showed greater awareness of their mathematical knowledge or the lack thereof, making significantly more coded statements for four out of the six variables that implied greater awareness. High-anxious students were less likely to consider continuing their mathematical education. Teachers overestimated their students' performance, while students underestimated their knowledge level, but more closely estimated the mark they would receive on a test regardless of anxiety level. Given that mathematics-anxious students seem aware of their lack of knowledge, any treatment of mathematics anxiety needs to include teaching not only mathematical knowledge, but also skills such as monitoring and reflecting about application of such knowledge to the solution process.

<p>This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.</p>

No description available.

No description available.

Orientador: Laurizete Ferragut Passos / Banca: Manoel Oriosvaldo de Moura / Banca: Antonio Carlos Carrera de Souza / Resumo: A presente investigação teve como objetivo buscar compreensões sobre as percepções dos professores de Matemática acerca da contribuição de um curso, Projeto Integrado de Física e Matemática para professores da Rede Pública UFSCar, Programa PRÓ-CIÊNCIAS, para a sua prática. Trata-se de uma abordagem qualitativa, na qual foram entrevistadas cinco professoras participantes do curso. Os dados foram coletados através da observação dos módulos do curso, entrevistas individuais e documentos do curso e daqueles produzidos pelas participantes. A análise indica que as professoras percebem que o curso contribuiu para as suas práticas e que, de uma forma geral, os cursos também são espaços para compartilhar experiências bem como lugares para refletir sobre os conflitos e dilemas postos pelas rotinas das suas atividades profissionais. / Abstract: This investigation had the purpose to search understanding about the perception of Math Professor concerning the contribution of a course, Physics and Math Integrated Project for Public School teachers UFSCar Pro-Science Program to its pratice. It is a qualitative approaching, in which five Professors that shared this course were interviewed. Data were collected through the observation of revision aid (book of key facts) of the course, individual interview and documentation that were prepared by course participants. Analysis indicates that the teachers realize that the course has contributed to their practice, and in a general way , the courses are also places to share experiences, as well facilities to think about the conflicts, dilemma which are imposed by the routine of their professional activities. / Mestre