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Within the pilot study in Hong Kong for the I.E.A. second mathematics study: a comparison of the background ofstudents drawn from the form I and form VI populationsYeung, Shiu-kwan, Stephen., 楊紹坤. January 1979 (has links)
published_or_final_version / Education / Master / Master of Education
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Within the pilot study in Hong Kong for the IEA second mathematics study: a study of attitudes towardsmathematics in the secondary schoolsNg, Kwok-chuen., 伍國全. January 1979 (has links)
published_or_final_version / Education / Master / Master of Education
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Schooling effects on mathematics achievement at sixth form level in Hong KongLi, Ting-on., 李定安. January 1987 (has links)
published_or_final_version / Education / Master / Master of Education
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Within the pilot study in Hong Kong for the I.E.A. second mathematics study: an evaluation of the reliability andvalidity of some instruments for the assessment of classroom processesin form VI classesLi, Pik-cheung, Gladys., 李碧璋. January 1979 (has links)
published_or_final_version / Education / Master / Master of Education
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A Survey of the Twentieth Century American Trends in Secondary Mathematics EducationMaloney, Letty Lynn 05 1900 (has links)
This investigation of twentieth century trends in mathematics education includes the survey of existing literature and questionnaires conducted with retired and active Texas teachers. Historical events, trends in curriculum, instruction, learning theories, and contradictions of twenty-year periods are delineated. Questionnaire responses are tabulated along the same periods and vignettes of typical classrooms are drawn from the data.
Results of the survey show the impact of societal forces on mathematics curricula, a continued downward expansion of content into lower grades and expanding knowledge of learning processes.
A unified mathematics curriculum, classroom-related learning theory research, and further development of team-teaching are postulated as future trends.
Recommendations include further examination of trends through isolation of other variables such as region and ethnicity.
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数学教师的专业知识和信念及其对教学的影乡. / Mathematics teachers' professional knowledge, beliefs and their implications on their teaching / CUHK electronic theses & dissertations collection / Shu xue jiao shi de zhuan ye zhi shi he xin nian ji qi dui jiao xue de ying xiang.January 2010 (has links)
Based on the classification from quantitative studies, total six teachers, two in each category, were interviewed to construct six individual qualitative case studies. The results suggested that teacher professional knowledge about function and beliefs about mathematics had impacts on their teaching approaches. The teaching approaches can be classified into three categories, i.e, content-centered with performance focus, contentcentered with understanding focus and student-centered with cognitive focus, which constituted traditional content-centered and student-centered perspectives on teaching approaches. Emphasizing process or product is still dichotomy for teachers. / In conclusion, this study showed the significance of subject matter knowledge, pedagogical content knowledge and beliefs about mathematics to teaching approaches of mathematics teachers, which pave the way for future education researches in this field. This study has also provided some valuable experiences in applying hypothetical situations to education researches. In the future, further explorations can be conducted in finding the effect of contextual factors to teaching approaches and how teaching approaches influenced student learning. / In past 30 years, under the global trend of curriculum reform, new requirements on teacher professional knowledge and belief were put on teachers. Accordingly, the focus of research on teaching was shifted from finding effective teaching behavior to in search for teacher professional knowledge, beliefs and cognitions behinds their behaviors. Before, the literatures on teacher professional knowledge were mainly focused on what professional knowledge that teachers have and/or should have. Only few literatures were interested in the effect of teacher professional knowledge and beliefs to teaching approaches. / The main objective of this study is to fill in the missing pieces and investigate the effect of teacher professional knowledge and mathematics beliefs on teaching for inservices mathematics teachers. Mixed method was applied in this study in order to build up some comprehensive understandings to the effects. In quantitative part, this study has surveyed ninety one high school mathematics teachers in M city to find out the deepness of professional knowledge and mathematical beliefs that teachers held. For professional knowledge, the results showed that teachers had different levels of subject matter knowledge and pedagogical content knowledge. For beliefs about mathematics, the results echoed with Ernest's (1989) classification of teacher mathematical beliefs, i.e. instrumentalist, Platonist, and problem-solver. / 張侨平. / Adviser: Ngai-Ying Wong. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 184-209). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhang Qiaoping.
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中學數學教師的學科知識. / Subject matter knowledge of secondary school mathematics teachers / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Zhong xue shu xue jiao shi de xue ke zhi shi.January 2005 (has links)
Based on the findings above, it is recommended that the future study should explore further how teachers' problem schemas influence their teachings by means of classroom observation. The second recommendation is to study problem schema and other subject matter knowledge in one research to see a comprehensive view. It is also recommended that the development of teachers' problem schemas and subject matter knowledge should be strengthened in teacher education. / Teacher knowledge was an active research area in the last twenty years. It focuses on all kinds of knowledge that teacher knows related to teaching, The study explored subject matter knowledge in teacher knowledge. From the past researches on subject matter knowledge, we find that researchers often focus on teachers' understanding of mathematical concepts and procedures. This is the knowledge of "knowing that". The past researches on subject matter knowledge didn't touch on the knowledge of "knowing how". Based on the theory of problem schema in psychology, we studied teacher's problem schemas, which are related to problem solving. / The study shows that there are various types of problem schemas among secondary school mathematics teachers. They include: "schema organized by mathematics concept ", "schema organized by conclusion or unknown", "schema organized by basic figure ", "schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies". Compared to non-expert teachers, expert teachers have a wider set of problem schemas. Expert teachers not only have the schemas non-expert teachers have, but also have the schemas non-expert teachers don't have. "Schema organized by mathematical structure", "schema organized by general mathematical problem solving strategies" are two of them. Generally speaking, expert teachers possess more profound problem schemas. Hence we see a relationship between problem schemas and teaching expertise. / To explore possible relationship between problem schema and teaching, we first identified the figure of schemas secondary school mathematics teachers have. Then we examined the differences between expert teachers and non-expert teachers to explore the relationship between teachers' problem schemas and their teaching context. In this study, secondary school mathematics teachers were chosen for case studies. Qualitative research methods, including questionnaire and interview were adopted to find out teacher's problem schemas. / 韓繼偉. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 154-169). / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0122. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 154-169). / Han Jiwei.
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Investigating challenges that Grade 11 mathematics learners face when translating from word problems to linear algebraic representationsMadzorera, Andrew 06 May 2015 (has links)
A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg. December 2014. / The National Curriculum and Assessment Policy Statement document (CAPS) (Department
of Basic Education, 2012: 4) outlines some of the salient skills related to the modelling of
word problems that Mathematics learners are expected to acquire during the course of their
learning. One such critical skill is the learners' ability to represent and describe situations in
algebraic language, formulae and expressions. In line with this broad objective, the present
study investigated learners' linguistic knowledge and skills in translating from word to linear
algebraic representations. Particularly focussing on errors learners made during the translation
process, a class of 40 Grade 11 learners at one school in Gauteng West District were selected
and given a written test on word problems. To gain access to learner misunderstandings
leading to the observed errors and their sources, five learners were selected for interviews that
were audio recorded. A Mixed-method Sequential Explanatory Design was used in the study.
The major finding of this present study was that learners committed more semantic errors than
syntactic and schematic errors suggesting that they (learners) had challenges in understanding
the language used in the word problems. The major sources of semantic errors were found to
be learners' lack of vocabulary knowledge, inexperience in interacting with expository text
structures and their lack of syntax awareness. In addition to the above finding, learners
exhibited limited metacognitive skills essential in word problem solving as well as their
inability to reflect on the appropriateness of their written algebraic representations for all
categories of word problems. The study concludes by providing recommendations on how errors committed in word problem solving can be attended to
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Mathematics-for-teaching in pre-service mathematics teacher education: the case of financial mathematicsPournara, Craig January 2013 (has links)
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2013 / Mathematics-for-teaching (MfT) is complex, multi-faceted and topic-specific. In this study, a Financial Mathematics course for pre-service secondary mathematics teachers provides a revelatory case for investigating MfT. The course was designed and taught by the author to a class of forty-two students at a university in South Africa. Eight students, forming a purposive sample, participated as members of two focus tutorial groups and took part in individual and group interviews.
As an instance of insider research, the study makes use of a qualitative methodology that draws on a variety of data sources including lecture sessions and group tutorials, group and individual interviews, students’ journals, a test and a questionnaire.
The thesis is structured in two parts. The first part explores revisiting of school mathematics with particular focus on compound interest and the related aspects of percentage change and exponential growth. Four cases are presented, in the form of analytic narrative vignettes which structure the analysis and provide insight into opportunities for learning MfT of compound interest. The evidence shows that opportunities may be provided to learn a range of aspects of MfT through revisiting school mathematics.
The second part focuses on obstacles experienced by students in learning annuities, their time-related talk, as well as their use of mathematical resources such as timelines and spreadsheets. A range of obstacles are identified. Evidence shows that students use timelines in a range of non-standard ways but that this does not necessarily determine or reflect their success in solving annuities problems. Students’ use of spreadsheets reveals that spreadsheets are a powerful tool for working with annuities.
A key finding with regard to teachers’ mathematical knowledge, and which cuts across both parts of the thesis, is the importance of being able to move between compressed and decompressed forms of mathematics.
The study makes three key contributions. Firstly, a framework for MfT is proposed, building on existing frameworks in the literature. This framework is used as a conceptual tool to frame the study, and as an analytic tool to explore opportunities to learn MfT as well as the obstacles experienced by. A second contribution is the theoretical and empirical elaboration of the notion of revisiting. Thirdly, a range of theoretical constructs related to teaching and learning introductory financial mathematics are introduced. These include separate reference landscapes for the concepts of compound interest and annuities
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Using the concrete-representation-abstract instruction to teach algebra to students with learning disabilitiesSung, Edward William 01 January 2007 (has links)
This project explored the Concrete to Representational to Abstract instruction (CRA instruction) as a strategy to teach abstract math concepts for secondary students with learning disabilities. Through the review of literature, multiple researchers suggested that students with learning disabilities need to be exposed to a variety of instructional strategies to develop problem solving skills in algebra concepts.
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