Thesis (Ph. D. in Special Education)--Vanderbilt University, Dec. 2008. / Title from title screen. Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 34 p. Bibliography: p. 32-34.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 92-103). Also available on the World Wide Web.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

The purpose of this study was to investigate how language affected the teaching and learning of mathematics for English second language (ESL) learners in five Further Education and Training (FET) schools in Northern KwaZulu-Natal, with a particular focus on word problems (WPs). In 2010, fifteen learners (nine boys and six girls) doing mathematics grade 11 from five different FET schools from Mtubatuba District in Northern Kwazulu-Natal participated in the study. Five teachers teaching the same learners from these five schools were also the participants in this study. The researcher’s teaching experience of eleven years as an FET mathematics teacher had taught her that many English second language learners were not able to correctly translate word problems into mathematical equation. This was what motivated the researcher to conduct a study on the impact of English to the teaching and learning of mathematics, especially Word Problems. The study was mostly framed around theory of Social Constructivism. The research instruments used in the study were: learner worksheets, learner interviews (individual and group interviews), teacher questionnaires and lesson observations. Some common challenges in the teaching of WPs were drawn from the analysis of the teachers’ responses: Many learners are unable to translate English statements into mathematical equations. The manner in which WPs are phrased generally pose some problems for many learners. There is lack of mathematics vocabulary such as ‘consecutive’, ‘twice as much as’, ‘doubled and then added to’, ‘squared’. From the learners’ responses, the following could be deduced as challenges in learning WPs: There is very little exposure of learners to word problems. Failure to write English statements mathematically. Less exposure to English due to teachers accepting the use of isiZulu more than English during teaching and learning. Too much wording in the WPs which ends up confusing. Little exposure to mathematical terms such as ‘consecutive’, ‘integers’. Both teachers and learners gave some strategies that they thought could help in the teaching of WPs, namely: Giving more time for learners to construct mathematical statements on their own. Engaging in one-on-one teaching with some struggling learners. Code-switching from English to isiZulu when necessary. Letting learners work through the worked examples first for proper understanding. Rephrasing the problem and breaking it into sections. Use of diagrams and illustrations. Giving learners more activities on WPs. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

The early years of schooling are a crucial part of a student’s education. Recent years have seen the implementation of new literacy and numeracy programs in primary school classrooms. The key area of mathematics (numeracy) has been closely monitored and funded by political and educational bodies (Clarke, Cheeseman, Gervasoni, Gronn, Horne, McDonough, Montgomery, Roche, Sullivan, Clarke, & Rowley, 2002; Association of Independent Schools of South Australia, 2004). The new numeracy programs have been introduced into the school curriculum to ensure that all students’ needs are catered for in the classroom program. However, standardised testing using pencil and paper is still being used as the accepted form of assessment. The Victorian State Government uses the Achievement Improvement Monitor (AIM) to assess students’ mathematical achievement levels. This pencil and paper test is conducted for students in years three, five, seven and nine and is used to sort the students into a percentile group. Other than the ‘Early Numeracy in the Classroom’ program (2002) used by Victorian schools as a prep. to three program, where a one-on-one interview is used as a form of assessment, there is currently no program that offers students the opportunity to choose how best to represent their own mathematical understanding. Although, the learning needs of students are being better catered for within the classroom, students are being disadvantaged by the way in which they are assessed.

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).

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / Numerical and algebraic equations require understanding of the equal sign as an equivalence relation. Teachers and learners, however, often have an operational, rather than a relational, understanding of the equal sign. This conception is viewed as a misconception. This study investigates the extent to which Grade 6 learners at a particular school have this and other misconceptions regarding equality, with the equal sign as focus. It also investigates this school’s Grade 1 to 6 teachers’ specialised content knowledge (SCK) regarding equality, again focusing on the equal sign. Ultimately the study wishes to establish whether there might be a possible relationship between the level of these teachers’ SCK of the equal sign and learners’ misconceptions of the equal sign. In particular, it tries to answer the question whether teachers’ SCK of the equal sign could possibly promote or prevent the forming of such misconceptions in learners, as well as whether teachers’ SCK of the equal sign could possibly help them identify learners’ misconceptions and help learners form the correct conceptions. This research project is framed within an interpretive paradigm. It focuses on one school taking the form of a theory-led case study in which a mixed method approach is used. Data collection methods include teacher questionnaires followed by two focus group interviews with teachers, based on data collected from questionnaires. In addition, data is collected through a series of lesson observations on number concepts and assessment. Grade 6 learners answered a set of questions structured in the form of a test to investigate their understanding of equality and the equal sign. Six learners were purposefully selected, based on their answers to the questions, and interviewed. Although this school is a high-performing academic school, results indicate that few learners have a flexible operational or basic relational view of the equal sign. The same group of learners that struggle with closure seems to struggle with the misconception of using all the numbers in an equation to solve a particular equation. The majority of Grade 6 learners cannot define the equal sign correctly. According to results, the nature of Grade 1- 6 teachers’ SCK of the equal sign shows that teachers lack skills to prevent, reduce or correct misconceptions about the equal sign.

M.Ed. (Mathematics Education) / This research aimed to explore errors associated with the concept of fractions displayed by Grade 5 learners. This aim specifically relates to the addition and subtraction of common fractions. In order to realize the purpose of the study, the following objective was set: To identify errors that learners display when adding and subtracting common fractions. The causes which led to the errors were also established. Possible ways which can alleviate learners' misconceptions and errors associated with them were also discussed. The study was conducted at Dyondzo (Fictitious name) Primary School, Vhembe District in Limpopo Province. The constructivist theory of learning was used to help understand how learners construct their meanings of newly acquired knowledge. It was a qualitative study where most of the data and findings were presented with think descriptions using descriptive analysis techniques. A group of forty nine learners was selected purposively within two classes of Grade 5 to write the class work, home work and test on addition and subtraction of fractions. Learners were interviewed and so were two teachers. The five teachers also completed a questionnaire of five questions to supplement the interviews. The study found that learners made a number of errors in the addition and subtraction of fractions, including conceptual errors, carelessness errors, procedural errors and application errors. This finding supports findings that primary school children experience difficulties when learning the concept of fractions.

The problem of this thesis is to evaluate the progress in general reading efficiency of a group of children taught by the socialized group plan, as compared to a group of children taught by the traditional reading plan and to determine whether the socialized group plan aids in the development of certain other general attributes, such as arithmetic reasoning, arithmetic computation, and social maturity growth.