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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The use of manipulatives in middle school algebra classrooms /

Stofko, Alicia M., January 2004 (has links)
Thesis (M.S.) -- Central Connecticut State University, 2005. / Thesis advisor: Philip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 23-24). Also available via the World Wide Web.
2

No more worksheets : a pre-service teacher's look at manipulatives /

Barraclough, Kathren Field. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
3

The effect of mathematical manipulative materials on third grade students' participation, engagement, and academic performance

Ross, Caryn J. January 2008 (has links)
Thesis (M.Ed.)--University of Central Florida, 2008. / Adviser: Gina Gresham. Includes bibliographical references (p. 95-99).
4

Develop students' spatial ability with physical and virtual manipulatives

Lee, Yu-fung. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
5

Using manipulatives with fractions,decimals, integers, and algebra : a guide for the intermediate teacher /

Smith, Tina M., January 2002 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 56-59.
6

Develop students' spatial ability with physical and virtual manipulatives

Lee, Yu-fung., 李如鳳. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
7

Using manipulatives and visual cues with explicit vocabulary enhancement for mathematics instruction with grade three and four low achievers in bilingual classrooms a dissertation /

Garcia, Edith Posadas. January 2004 (has links)
Dissertation (Ph.D.)--Texas A&M University, 2004. / Title from PDF t.p. (viewed on Sept. 9, 2008). "Major subject: Educational Psychology." Includes bibliographical references (p. 119-136).
8

The use of manipulatives and thematic units to aid with learning, to create interest, and to increase involvement for at-risk students in consumer math

Marzilli, Michael Dean, Minier, Michael Howard 01 January 1998 (has links)
No description available.
9

The Influence of Choice in Manipulatives on Second Grade Students' Attitudes, Achievement, and Explanations of Two-Digit Addition Concepts

Siegel, Aryn 01 January 2012 (has links)
The purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with two-digit addition concepts. Students also demonstrated changes in the ways they used the manipulatives, as well as how they explained their solutions to two-digit addition problems.
10

An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study

Mkhwane, Fezeka Felicia January 2018 (has links)
The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.

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