No description available.

Thesis (Ed.M.)--Boston University

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (M.Ed.)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: leaves 163-172.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

No description available.

Thesis (M.S. in Teaching and Learning)--Vanderbilt University, Dec. 2007. / Title from title screen. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

<p>This study investigated real life situations which learners in South Korea grade 8-10 learners would prefer to be used in school mathematics. This thesis is based on the ROSMEII (Relevance&nbsp / of School Mathematics Education) questionnaires and interviews, which was used to examine the preferred mathematical learning contexts for South Korean grade 8-10 learners. The study&nbsp / investigates the affective factors that pupils perceive to be of possible relevance for the learning and teaching of mathematic / and is aimed at providing data that might form part of a basis for a&nbsp / local theory of the mathematics curriculum. The standardized ROSMEII survey questionnaire of 23closeended items that relate to some aspects of mathematics on a 4-point Likert-type scale&nbsp / was administered to Korean grade 8-10 learners at the end of compulsory schooling, and mainly 14 to 16 year old cohorts. The data for this study were collected from a sample of 1839 learners drawn from 26 South Korean schools in the year 2009. Interviews were conducted to gauge the pupils&lsquo / preference of the ROSMEII questionnaire contexts and used to validate learners&lsquo / responses. In&nbsp / analyzing their responses, it became clear that, on the average, views expressed were common to all groups of pupils in South Korea (whether male or female, or from the metropolitan, city, or countryside). The clusters of the most preferred mathematical learning contexts are linked to youth culture, which learners are usually and easily engaged with in one way or another. These&nbsp / clusters include the sports, leisure and recreation cluster / planning a journey/popular youth culture cluster the technology cluster / the making of computer games, storing music and videos on&nbsp / CD&lsquo / s and Ipods. The lowest preferred mathematical learning contexts are: an agricultural cluster which focuses on agricultural matters and traditional games (yut). In conclusion, this study&nbsp / suggests that teachers should use contexts that increase learners&lsquo / interest in classroom activities. Therefore mathematics curricula and textbooks which are appropriate to this context must be&nbsp / provided in order to provide more efficient mathematics education. It is imperative that the Korean school system must develop a particular program for nurturing learners&lsquo / mathematical power.&nbsp / Furthermore, mathematics education policy makers must reconsider whether the current education system is appropriate, and also listen to learners&lsquo / preferences when designing appropriate&nbsp / mathematics curriculum and textbooks.</p>

Until recently, Taiwan elementary mathematics curriculum has been changing for several times. The aim of this study is to refer to various curriculum reforms, and focus on the way ¡§Number and Calculation Standards¡¨ changed in the history of reforms. The specific objectives of this study: to refer to one curriculum standards and its subsequent standards and do pair wise comparison. To achieve the above objectives, the investigator referred to 7 target versions of mathematics curriculum standards: 41, 51, 57, 64, 82, 89, 92 (R.O.C year). The comparison was done qualitatively, using historical research methodology. The main research findings are the differences in the above 6 pair wise comparisons. 1. The change from Year 41 to Year 51: In the Year 51, the part on Writing numbers in Chinese characters was de-emphasized. Emphasis was on Ordinal numbers, division thinking, mental arithmetic and written algorithm. The size of numbers reduced to 4-digits (due to a change in currency, 4 dollars to 1 New Taiwan dollar). 2. The change from Year 51 to 57: more focus on symbols, did not require the revision on what was learned in previous year. 3. The change from Year 57 to 64: de-emphasized on mental arithmetic and written calculation; emphasized on Inverses, multiplication/division on ¡§0¡¦ and ¡§1¡¨, ratio, approximation, negative numbers and use of electronic calculators. 4. The change from Year 64 to 82: no need to include negative numbers and abacus. Emphasized on two-step problems, number line, and reading multiplication tables. 5. The change from Year 82 to 89: de-emphasis on odd and even numbers; emphasis on realistic contexts, understanding vertical algorithm. 6. The change from Year 89 to 91: no need to use calculators to check working; emphasis on vertical algorithm, whole number calculations, and the connections of multiples/factors, rate/speed, and, fractions/decimals.