Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-26T19:48:10Z No. of bitstreams: 1 alineaparecidadasilva.pdf: 2232654 bytes, checksum: 9d0686a190d23c0b9c2a142dcaacdbd4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-27T11:31:41Z (GMT) No. of bitstreams: 1 alineaparecidadasilva.pdf: 2232654 bytes, checksum: 9d0686a190d23c0b9c2a142dcaacdbd4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-27T11:31:51Z (GMT) No. of bitstreams: 1 alineaparecidadasilva.pdf: 2232654 bytes, checksum: 9d0686a190d23c0b9c2a142dcaacdbd4 (MD5) / Made available in DSpace on 2016-07-27T11:31:51Z (GMT). No. of bitstreams: 1 alineaparecidadasilva.pdf: 2232654 bytes, checksum: 9d0686a190d23c0b9c2a142dcaacdbd4 (MD5) Previous issue date: 2016-04-14 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Uma pesquisa movida por questões envolvendo aprendizagens em salas de aula de matemática: como se dá uma aprendizagem? Como se dá uma aula de matemática? Como se dá uma matemática? As investigações se dão na sala de aula de matemática, em turmas dos anos finais do ensino fundamental, de duas escolas da rede pública da cidade de Juiz de Fora (MG). Acontecimentos nas aulas de matemática produzem inquietações em relação ao modo de fazer pesquisa, ao modo de escrever, ao modo de viver. Visando a sustentar a processualidade da sala de aula, um modo de estar com ela e de escrevê-la é produzido, especialmente junto a Deleuze. A aprendizagem é perseguida como um fio nos acontecimentos de uma aula. Fio que se mostra entrelaçados a outros tantos. Uma sala de aula de matemática, uma aprendizagem. Uma matemática em sala de aula, um acontecimento. / A research driven by issues involving learning in Mathematics classrooms: How does learning occur? How does a math class happen? How is math produced in class? The investigation takes place in a mathematics classroom. The classes chosen were in the final years of primary school in two public schools in the city of Juiz de Fora (MG). Events in math classes produce concerns about the way of doing research, writing and living. Aiming to sustain the classroom processuality it is produced a way to be with it and to write about it, especially with Deleuze. Learning is pursued as part of the events of a class. This part is tangled with some others. A math classroom is a learning process. A math in a classroom is an event.

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"Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math anxiety are reported by 33% of students by the time they reach the age of 15, possibly contributing to this workforce dilemma (Organisation for Economic Co-operation and Development, 2013). Many models and perspectives of math anxiety have been established including conceptualizing math anxiety as a function of working memory deficits, sociocultural conditioning, lack of reappraisal, and anxiety as a precursor to escape-maintained behavior. Math anxiety is more common in individuals with certain disabilities, such as developmental dyscalculia and deaf and hard of hearing. Hembree (1990) conducted a meta-analysis of research evaluating intervention effects on math anxiety and its moderators. They reported that cognitive-behavioral interventions were most effective at reducing math anxiety. While definitions of, models examining, and causes and co-occurrences of math anxiety are well examined in current literature, Hembree's (1990) meta- analysis remains the only such investigation for the past 30 years. The purpose of the present study is to conduct an updated meta-analysis based on previous research (Hembree, 1990) but focused on interventions in K-12 school settings. We identified 11 articles between the years of 1990-2020 that met our inclusion criteria. From those articles, we calculated an omnibus effect size, tested homogeneity, evaluated publication bias, explored moderating variables, and assessed methodological rigor. Our Q statistic indicated homogeneity; however, the forest plot and I2 indicated a small amount of heterogeneity. The asymmetric shape of the funnel plot may be indicative of publication bias. The omnibus effect size was g = 0.316. The results of our moderator analysis indicated that math anxiety interventions produce the best results when conducted in targeted small groups. Additionally, three studies were considered methodologically sound. Our findings support the use of school-based interventions to reduce math anxiety, especially when those interventions are implemented as a targeted, small group intervention.

Four out of five Americans will require some postsecondary education. Therefore, a majority of population will return to a community college for retraining and personal growth (McCabe, 2003). Since the turn of this century, many studies have been conducted to examine the success and challenges of the relatively new community college system. One of the most significant challenges is the large percentage of the U.S. population requiring remedial coursework. Fifty-five percent of students entering Florida's postsecondary system require remediation. Of this large remedial population, only 51% will complete their preparatory classes. Students who do complete classes take an average of two years to finish preparatory classes and move on to college-level work. It is hypothesized that learning styles information will empower students with knowledge about their study habits and positively effect academic achievement. This research first examined the quantitative effect that learning styles information had on student achievement. The second qualitative phase of the study examined students' perceptions of learning styles information. Three Introductory Algebra (MAT 0024) courses at a large suburban community college were intensively studied during one spring semester. Due to the size of the study (N=69), results obtained in the quantitative portion were not significant enough to accept the hypotheses. Responses in focus groups showed that students generally felt that learning styles information was useful and half the class used the information to modify how they studied. Half of the students in the control group modified their study habits in response to knowing more about their learning style. Although the qualitative data was supportive of the usefulness of learning styles information in the classroom the quantitative data did not support the hypotheses that learning styles information improves achievement.

Syftet med denna kunskapsöversikt är att undersöka vad Singaporemodellen innebär och vadsom är karakteristiskt för modellen. För att vi skulle kunna göra en kunskapsöversikt valde viatt fördjupa oss i Singapores matematikhistoria och vad som karakteriserar modellen. Eftersomdet i Sverige saknas relevant forskning om Singaporemodellen var det aktuellt för oss att se hurandra länder har gjort och med hjälp av det skapa en bild av vad modellen kan ha för betydelsei den svenska skolan.Vår digitala bakgrundsundersökning i sökmotorerna ERIC via Ebsco och GoogleScholar, resulterade i en variation av vetenskapliga artiklar som vi valde ut för att jämföra ochanalyseras. Resultatet av våra vetenskapliga artiklar gav en förståelse för hur Singaporesutbildningssystem i matematik är uppbyggt och hur man ständigt håller en hög standard på sinutbildning. Forskningsresultaten från andra länders implementering av Singapores matematikhar gett framgångsrika effekter.Påföljden av de vetenskapliga artiklarna har resulterat i att Singaporemodellen och desssärskilda struktur bidrar till ökade kunskaper i matematik för elever och hade varit till fördelför lärare i Sverige att ta efter.

"Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math anxiety are reported by 33% of students by the time they reach the age of 15, possibly contributing to this workforce dilemma (Organisation for Economic Co-operation and Development, 2013). Many models and perspectives of math anxiety have been established including conceptualizing math anxiety as a function of working memory deficits, sociocultural conditioning, lack of reappraisal, and anxiety as a precursor to escape-maintained behavior. Math anxiety is more common in individuals with certain disabilities, such as developmental dyscalculia and deaf and hard of hearing. Hembree (1990) conducted a meta-analysis of research evaluating intervention effects on math anxiety and its moderators. They reported that cognitive-behavioral interventions were most effective at reducing math anxiety. While definitions of, models examining, and causes and co-occurrences of math anxiety are well examined in current literature, Hembree's (1990) meta- analysis remains the only such investigation for the past 30 years. The purpose of the present study is to conduct an updated meta-analysis based on previous research (Hembree, 1990) but focused on interventions in K-12 school settings. We identified 11 articles between the years of 1990-2020 that met our inclusion criteria. From those articles, we calculated an omnibus effect size, tested homogeneity, evaluated publication bias, explored moderating variables, and assessed methodological rigor. Our Q statistic indicated homogeneity; however, the forest plot and I2 indicated a small amount of heterogeneity. The asymmetric shape of the funnel plot may be indicative of publication bias. The omnibus effect size was g = 0.316. The results of our moderator analysis indicated that math anxiety interventions produce the best results when conducted in targeted small groups. Additionally, three studies were considered methodologically sound. Our findings support the use of school-based interventions to reduce math anxiety, especially when those interventions are implemented as a targeted, small group intervention.

In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual framework for this study. The study included interview data from 10 elementary teachers purposefully selected from Grades 2 through 5 who were known to meet the selection criteria of being a math teacher with 2 or more years of experience working with low SES students. Data from interviews, and archival documents were analyzed using inductive analyses and were analytically coded. The results of the analysis showed that the teachers wanted quality professional development that would prepare them to effectively teach math to struggling low-SES students. The identified themes were strategies teachers used to support low-SES students, instructional resources, effectiveness of professional development, and additional factors affecting low-SES students. Thus, the resulting project, Guiding Struggling Math Students Toward Success PD, provides math strategies for working with low-SES students and implementing the new math curriculum. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and use of modifications during math instruction, ultimately increasing student performance in the elementary campus.

No description available.

No description available.

Elever som hamnar i matematiksvårigheter ska, utöver ledning och stimulans, genom extra anpassningar och/eller särskilt stöd få det stöd som krävs för att de ska kunna nå utbildningens mål. Elever erbjuds i en del fall, utöver stöd från ämneslärare i helklass, särskilt stöd av speciallärare, specialpedagoger eller lärare med specialpedagogisk kompetens. Det stödet kan ges i särskild undervisningsgrupp till skillnad från stöd från lärare som ges i den ordinarie undervisningen. Elever får därför undervisning av olika lärare och i den här studien undersöks lärarsamarbete kring undervisning av dessa elever. Syftet är att undersöka hur några ämneslärare, speciallärare/specialpedagog och lärare med specialpedagogisk kompetens i matematik samarbetar i det dagliga arbetet kring elever i behov av särskilt stöd. I den småskaliga studien undersöks lärarnas samarbete kring elever som delar sin undervisning och går mellan en klassrumssituation och en särskild undervisningsgrupp. Det är en kvalitativ studie där data har samlats in via semistrukturerade intervjuer. Elva lärare har deltagit i studien. Lärare avser här ämneslärare, speciallärare/specialpedagog och lärare med specialpedagogisk kompetens. Studiens resultat visar att skolorna oftast har en ”studio” eller motsvarande dit eleverna går vissa lektioner men att det verkar saknas ett systematiskt samarbete kring elever som får stöd i särskild undervisningsgrupp. I ”studion” finns större tillgång till laborativt och konkret material jämfört med i det vanliga klassrummet samt att fler uppgifter görs muntligen där. När eleven deltar i helklassundervisning ges eleven extra anpassningar i form av att läraren väljer vilka uppgifter eleven ska göra, möjlighet till paus under lektion och eleven arbetar oftast tyst för sig själv. De faktorer som påverkar samarbetet mellan lärarna upplevs vara organisation, kommunikation och relation.