Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.

The purpose of the study is to find answers to the following questions. 1. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward teaching those courses? 2. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward the MAA-NCTM recommendations? 3. Is there a significant correlation between the attitudes toward the MAA-NCTM recommendations and the attitudes toward teaching the college preparatory mathematics courses held by the mathematics instructors in each of the three groups? The data led to the conclusion that all three groups held the same favorable attitude toward teaching college preparatory mathematics courses. Also, there were no significant differences among the three groups' attitudes toward the MAA-NCTM recommendations. However, while no significant correlation was found for the high school instructors, there did exist a significant positive correlation between the two attitudes for each of the other two groups studied.

This study investigates my experiences as a rural Mississippi secondary mathematics teacher. The culture surrounding accountability testing and rural education as well as student perceptions of my mathematics instruction and classroom management were investigated. With recent educational legislation such as the No Child Left Behind Act of 2001, teachers and students are experiencing education differently than teachers and students of the past. Through this basic interpretive case study, I sought to increase the limited research surrounding student perceptions of rural mathematics instruction and accountability testing and to provide a descriptive image of teaching in this rural school. The students, administrators, and test-based accountability were shown to have strong influences on mathematics instruction. The use of math manipulatives, competitive games, and reward systems were perceived as beneficial to many students. Some students? perceptions regarding cooperative learning and technological implementations were not as definitive or as positive as the engaging instruction. Disruptive behaviors, poor classroom management, administrative organization, and standardized test preparations caused instructional time to be lost. Inconsistencies in scheduling, instruction, and management were shown to influence the instructional climate. Teacher preparedness to teach students of differing cultural, ethnic, and economic backgrounds was shown to create various challenges in classroom instruction. The rural characteristics of this school minimized course offerings, increased individualized instruction, and presented monetary issues that were challenging and also beneficial to the students and teachers. As for accountability testing, teachers and administrators in this school tended to accept the testing culture with some disagreements, while students believed state assessments motivated them to perform better in class despite increasing certain levels of anxiety before and after the assessments. The implications of this study describe how teaching and learning in this school were filled with obstacles both teachers and students had to overcome in order to improve student achievement. Several recommendations for this school, future educators, and state and national departments of education are provided. Finally, this study provides an in depth look at the small details that make teaching in this rural school an everyday challenge.

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

In this study, senior certificate (standard 10) pupils' attainment of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum was investigated. With regard to the attainment of the cognitive objectives and aims, senior certificate pupils' performance in their mathematics examination, in terms of three broad categories of cognitive abilities (lower level, middle level and higher level mathematical abilities) was analysed and examined. As no norms (criteria) for mathematical attainment in respect of these three categories of cognitive abilities could be identified, these norms had to be firstly developed by the researcher. However, suitable standardised scales were identified and administered to determine senior certificate pupils' attainment of the affective aims and objectives (attitude towards and interest in mathematics). Besides the quantitative analysis, qualitative assessments of senior certificate pupils' attainment of the cognitive and affective aims and objectives were also made using information obtained, by way of a questionnaire, from teachers of senior certificate mathematics classes. The main findings that emerged from this investigation were: * The senior certificate pupils are attaining the desired proficiency levels in the cognitive objectives and aims of the senior certificate mathematics curriculum. However, these pupils are not adequately attaining the affective aims and objectives of the mathematics curriculum. * Qualitative information elicited from senior certificate teachers of mathematics tends to support the above findings which were obtained from the quantitative analysis. * There is a need for curriculum development in certain areas of the senior certificate mathematics curriculum, particularly in Euclidean geometry, for standard grade pupils. In terms of the general findings, certain recommendations were also formulated. In several ways, the present research is a pioneering effort in evaluating the efficacy of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum. It is hoped that this study will serve as a catalyst for future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This study investigates the possibilities and implications for the teaching of the solving of polynomial equations. It is historically directed and also focusses on the working procedures in algebra which target the cognitive and affective domains. The teaching implications of the development of representational styles of equations and their solving procedures are noted. Since concepts in algebra can be conceived as processes or objects this leads to cognitive obstacles, for example: a limited view of the equal sign, which result in learning and reasoning problems. The roles of sense-making, visual imagery, mental schemata and networks in promoting meaningful understanding are scrutinised. Questions and problems to solve are formulated to promote the processes associated with the solving of polynomial equations, and the solving procedures used by a group of college students are analysed. A teaching model/method, which targets the cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education)

The purpose of this study was to determine the relationship between High School learners‟ mathematics-related belief systems and their approaches to mathematics non-routine problem-solving. A mixed methods approach was employed in the study. Survey questionnaires, mathematics problem solving test and interview schedules were the basic instruments used for data collection. The data was presented in form of tables, diagrams, figures, direct and indirect quotes of participants‟ responses and descriptions of learners‟ mathematics related belief systems and their approaches to mathematics problem solving. The basic methods used to analyze the data were thematic analysis (coding, organizing data into descriptive themes, and noting relations between variables), cluster analysis, factor analysis, regression analysis and methodological triangulation. Learners‟ mathematics-related beliefs were grouped into three Learners‟ mathematics-related beliefs were grouped into three categories, according to Daskalogianni and Simpson (2001a)‟s macro-belief systems: utilitarian, systematic and exploratory. A number of learners‟ problem solving strategies were identified, that include unsystematic guess, check and revise; systematic guess, check and revise; trial-and-error; logical reasoning; non-logical reasoning; systematic listing; looking for a pattern; making a model; considering a simple case; using a formula; numeric approach; piece-wise and holistic approaches. A weak positive linear relationship between learners‟ mathematics-related belief systems and their approaches to non-routine problem solving was discovered. It was, also, discovered that learners‟ mathematics-related belief systems could explain their approach to non-routine mathematics problem solving (and vice versa). / Mathematics Education / D.Phil. (Mathematics Education)