Thesis (M.S.)--Central Connecticut State University, 2003. / " ... 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.

The Cross is a long poem with a numerologically determined structure. In my introduction I examine some of the ideas behind the tradition of literary numerological composition, particularly those presented in the Timaeus of Plato and in Augustine's De musica. I then scrutinize number's aptness as a unifying principle in the poem, briefly elucidating the Golden Proportion and showing its centrality to the poem's structure, concluding with a look at my use of number metaphor. The Cross, partly and wholly the embodiment of these theories, follows. Its subject matter is the history of Montreal. Each book has a unifying focus: Book I centres on Jacques Cartier's explorations in 1535; Book II on the activities of the fictional character Mrs. Chau, in the recent past; and Book III on the visit of the Prince of Wales in 1860 for the inauguration of the Victoria Bridge.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Inaugural-Dissertation--Universität Regensburg, 1981. / Vita. Includes bibliographical references (p. 169-177).

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M.Sc., Faculty of Science, University of the Witwatersrand, 2011 / This study was concerned with the constitution of the ‘legitimate text’ - a key construct in Basil Bernstein’s (2000) theory of the pedagogic device. The question the study sought to understand was: what is constituted as the legitimate text across the mathematics education literature, the official curriculum document, in the official assessment texts, and in the textbook used in the classroom observed for the topic of number pattern. These sources were compared with what was constituted as the legitimate text in a sequence of five lessons based on number patterns in Grade 11 in an inner city school. This was a qualitative case study, the methodology of which was framed by Bernstein’s theory which explains the sociological nature of knowledge, the implicitness and explicitness of the communication for the acquisition of the legitimate text and hence opportunities to learn. One teacher was observed while teaching number pattern to a G11 class in an inner-city high school in Johannesburg in South Africa. A sequence of five lessons was videotaped and transcribed. The documents were analysed. One broad evaluative event with numerous sub-events called input objects were used to chunk the data into more manageable units of analysis. A framework emanating from the literature and from the analysis of the curriculum was used to present and categorise the legitimate text from the documents and the classroom. Kieran’s (2007) model of school algebra was used to do the analysis as well as Dowling’s (1998) model of domains of practice. The results of the study showed that the documents did not align with each other in terms of what they constituted as the legitimate text. It was found that the teacher aligned with the curriculum document. The results revealed that the teacher preferred working with numeric contexts. The consequence of this misalignment was that the documents created an additional work load for the teacher to understand and interpret them (documents).

The focus of this thesis is on four novels’ illustrations of the parallels and interrelations between the foundational crisis of mathematics and the political, linguistic, and epistemological crises around the turn to the twentieth century. While the latter crises with their climax in the First World War are commonly agreed to define modern culture and literature, this thesis concentrates on their relations with the ‘modernist transformation’ of mathematics as illustrated in Thomas Pynchon’s Against the Day (2006) and Gravity’s Rainbow (1973), Hermann Broch’s The Sleepwalkers (1930-1932), and Robert Musil’s The Man without Qualities (1930/32). In the revaluation of mathematics during its foundational crisis, the certainty and rationality of this most certain science is challenged, and the novels accordingly employ mathematics as an example for the dramatic transformation of the modern West, the wider loss of absolute truth, and the increasing scepticism towards Enlightenment values. Crisis, however, also implied some freedoms and opportunities for literature and criticism. When the developing modern notion of mathematics is defined by autonomy and independence from the natural world, it bears traits more commonly associated with literary fiction, and the novels examine the possible convergence of mathematics and literature in the freedom of imaginary existence. The novels thus highlight the unique position of the structural science mathematics in the relation of the (natural) sciences and the humanities and suggest it to escape or straddle the perceived divide between the disciplines. The examination and historicising of relations between fiction and mathematical conceptualisations of the world as introduced in the major works by Pynchon, Broch, and Musil thus also contributes to distinguishing the specific conditions of studying mathematics in fiction in the wider field of literature and science.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Jan 17, 2008). Includes bibliographical references.

The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 102-112).