Thesis advisor: Lillie Richardson Albert / The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary teachers' knowledge for teaching affects students' learning, eleven South Korean elementary teachers volunteered to participate in this study. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. A notable conclusion of this study is that Pedagogical Content Knowledge might not be the sum of the other categories of knowledge for teaching mathematics. These findings may be connected to results from relevant studies in terms of the significant role of teachers' knowledge in their mathematics instruction. This study contributes to the existing literature in that it provides empirical bases for understanding teachers' knowledge for teaching mathematics and reveals the relationship among categories of knowledge for teaching mathematics. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Made available in DSpace on 2016-04-27T16:57:23Z (GMT). No. of bitstreams: 1 Simone Bueno.pdf: 2379211 bytes, checksum: a80181909d1817ca6cc0860b199435f4 (MD5) Previous issue date: 2013-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Our study has the purpose to investigate the Mathematics Curriculum framed and practiced by a math teacher, who works in the Youth and Adults Education and theirs professionals knowledge, from the perspective of the enculturation curriculum. The study is the qualitative in nature, characterized as a case s studies. Based on works on the Mathematics Curriculum in the perspective cultural of Mathematics of the enculturation curriculum, having as theoretical referential Alan Bishop, studies of Celia Pires, with regard to curriculum organization and Ole Skovsmose, that is referred to the criteria choice of contexts within a mathematics learning environment. Our goal was related to the teacher s attitude, to select and develop the proposed contents. We noticed that the methodologies options contemplated in the proposed activities, sometimes referred to the pure mathematics, and the other times we find situations that optimized the paradigm of research, so the students assumed the exploration process. Through the observations of teachers classes and based on the category of analysis, that elected to the ours theory references, we concluded that, in the current activity proposed by the teacher we can find situations that provides the enculturation mathematics. We also conclude that when the teacher stimulated the articulation between several subjects provides the networking articulation / Nosso estudo tem por objetivo investigar o Currículo de Matemática moldado e praticado por uma professora de Matemática que atua na Educação de Jovens e Adultos e seus conhecimentos profissionais, sob a perspectiva do currículo enculturador. O trabalho é de natureza qualitativa, caracteriza-se como estudo de caso. Baseia-se em trabalhos acerca do Currículo de Matemática, da perspectiva cultural da Matemática e do currículo enculturador, tendo como referencial teórico Alan Bishop, estudos de Célia Pires, no que diz respeito à organização curricular e Ole Skovsmose, no que se refere a critérios de escolha dos contextos dentro de um ambiente de aprendizagem matemática. Nosso foco estava relacionado com a postura da professora, ao selecionar e desenvolver os conteúdos propostos. Notamos que as opções metodológicas contempladas nas atividades propostas, em alguns momentos faziam referência à Matemática pura, e em outros momentos encontramos situações que oportunizavam o paradigma da investigação, pois os alunos assumiram o processo de exploração. Mediante as observações das aulas da professora e com base na categoria de análise que elegemos a partir dos nossos referenciais teóricos, concluímos que, no decorrer da atividade proposta pela professora podemos encontrar situações que favorecem a enculturação matemática. Concluímos também que a professora ao estimular a articulação entre os diversos temas favorece a articulação em rede

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-27T12:39:47Z No. of bitstreams: 1 Simone Bueno.pdf: 3410656 bytes, checksum: 63644a58e9a2d2211bfe69fa01dd270b (MD5) / Made available in DSpace on 2017-04-27T12:39:47Z (GMT). No. of bitstreams: 1 Simone Bueno.pdf: 3410656 bytes, checksum: 63644a58e9a2d2211bfe69fa01dd270b (MD5) Previous issue date: 2017-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research, at the doctoral level, we aim to investigate how the curricular materials are used by teachers of Mathematics. The work is characterized by qualitative research. The data were collected from the fieldwork, the material of analysis and observation of the classes of four teachers of Mathematics, in a public school, focusing on the posture of the teacher when using the curricular materials. In order to understand the relationship between teachers and curricular materials, we use the Brown (2009) study, which highlights the resources on each side of the relationship and points out the different types of use: reproduction, adaptation and creation. Complementing our referential, we seek authors who talk about curriculum, Pires (2004, 2008, 2011, 2012), Shulman (1986) and Sacristán (2000). Regarding the factors that influenced teachers in the use of curricular materials, we consider that training, participation in courses after graduation, trust in content, pedagogical knowledge of the subject and collaboration are factors that may have contributed to the way That teachers differed in the use of their materials. In the interactions of the teachers with the curricular materials, we could perceive that in some moments the teachers reproduced, in others they adapted and in the same class improvised. We consider that the results of this research can join to others and contribute to understand what use the teacher makes of the curricular materials and what impacts these materials have in their practice when working in mathematical learning situations / Nesta pesquisa, no nível de doutorado, temos por objetivo investigar de que modo os materiais curriculares são utilizados por professores de Matemática. O trabalho caracteriza-se por pesquisa qualitativa. Os dados foram coletados a partir do trabalho de campo, do material de análise e observação das aulas de quatro professores de Matemática, em uma escola pública, com foco na postura do professor ao utilizar os materiais curriculares. Para compreender a relação das professoras com os materiais curriculares, nos baseamos nos estudos que destacam os recursos de cada lado da relação e apontam os diferentes tipos de uso: a reprodução, adaptação e criação. Complementando nosso referencial, buscamos autores que discorrem sobre currículo. Com relação aos fatores que influenciaram os professores no uso dos materiais curriculares, consideramos que a formação, a participação em cursos após a graduação, a confiança no conteúdo, o conhecimento pedagógico do assunto e a colaboração, são fatores que podem ter contribuído com o modo que os professores diferiram na utilização de seus materiais. Nas interações dos professores com os materiais curriculares, pudemos perceber que em alguns momentos os professores reproduziam, em outros adaptavam e em uma mesma aula improvisavam. Consideramos que os resultados dessa pesquisa possam juntar-se a outras e contribuir para entender que uso o docente faz dos materiais curriculares e que impactos estes materiais têm na sua prática ao trabalhar situações de aprendizagem matemática

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-19T11:58:33Z No. of bitstreams: 1 Marcelo Navarro da Silva.pdf: 2094650 bytes, checksum: 87e83be1ef072aed1441acc3c5788386 (MD5) / Made available in DSpace on 2017-05-19T11:58:33Z (GMT). No. of bitstreams: 1 Marcelo Navarro da Silva.pdf: 2094650 bytes, checksum: 87e83be1ef072aed1441acc3c5788386 (MD5) Previous issue date: 2017-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present thesis aims to show the influences of Mathematics Education in the prescribed Mathematics Curricula of the Basic Education of Brazil and of the Basic and Higher Education of Mexico through comparative studies. The qualitative methodological study was carried out using researches in official documents and interviews with collaborating researchers in the organization and development of Mathematics Curricula, teachers of Mathematics teachers and teachers who teach Mathematics, Brazilians and Mexicans. The official documents surveyed that prescribe the Mathematics Curricula of these countries, as in Brazil the National Curriculum Parameters of Mathematics, and in Mexico the Programs of Mathematics Studies, were submitted to a comparative analysis from the perspective of Comparative Education. The interviews were used with the purpose of identifying teachers' conceptions about the Mathematics Curriculum and which Mathematics is being used in the classroom. The comparative study of the documents shows a similarity in the questions of mathematical contents, of didactic and methodological orientations, but the purpose of the Mathematics present in these Curricula points as difference, the formation of the student to exercise the citizenship, in Brazil, and the centered student formation in mathematical knowledge, in Mexico. The conceptions of the Mathematics Curriculum of the interviewees point to a dynamic curriculum vision that respects local customs and needs, and that textbooks are great influences in the classes of teachers who teach Mathematics. Therefore, we find a difference in the structuring of teaching in Brazil and Mexico, and we note that there are influences of Mathematics Education in the prescribed Mathematics Curricula, such as the use of Problem Solving, Interdisciplinarity, Contextualization, Mathematical Modeling, French Mathematics, Technologies and History of Mathematics / A presente tese tem como objetivo sinalizar as influências da Educação Matemática nos Currículos de Matemática prescritos da Educação Básica do Brasil e da Educação Básica e Média Superior do México por meio de estudos comparativos. O estudo tratado no âmbito metodológico de caráter qualitativo foi realizado utilizando pesquisas em documentos oficiais e de realização de entrevistas com pesquisadores colaboradores na organização e desenvolvimento de Currículos de Matemática, formadores de professores de Matemática e professores que ensinam Matemática, brasileiros e mexicanos. Os documentos oficiais pesquisados que prescrevem os Currículos de Matemática desses países, como no Brasil os Parâmetros Curriculares Nacionais de Matemática, e no México os Programas de Estudos de Matemática, foram submetidos a uma análise comparativa na perspectiva da Educação Comparada. As entrevistas foram utilizadas com o propósito de identificar as concepções dos professores sobre o Currículo de Matemática e qual Matemática está sendo utilizada em sala de aula. O estudo comparado dos documentos mostra uma similaridade nas questões de conteúdos matemáticos, de orientações didáticas e metodológicas, mas a finalidade da Matemática presente nesses Currículos aponta como diferença, a formação do aluno para exercício da cidadania, no Brasil, e a formação do aluno centrado no conhecimento matemático, no México. As concepções sobre o Currículo de Matemática dos entrevistados direcionam para uma visão de currículo dinâmico e que respeite os costumes e as necessidades locais, e que os livros didáticos são grandes influências nas aulas dos professores que ensinam Matemática. Portanto, encontramos diferença na estruturação do ensino de Brasil e México, e notamos que há influências da Educação Matemática nos Currículos de Matemática prescritos, tais como, o uso da Resolução de Problemas, da Interdisciplinaridade, da Contextualização, da Modelagem Matemática, da Didática da Matemática francesa, das Tecnologias e da História da Matemática

The purpose of this study was to investigate primary school and mathematics teachers&rsquo / efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo / efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehir, Bolu, Ankara and Istanbul. The questionnaire administered to participants was adapted by the researcher throughout the study. Results of exploratory factor analysis suggested six dimensions: Utility and Impact of the Curriculum, Impact of the Curriculum regarding Efficacy Beliefs, Efficacy Beliefs regarding the New Curriculum, Utilization of Curriculum, Utilization of Special Techniques, and Teachers&rsquo / Sense of Efficacy. The results of the MANOVA analysis indicated that teachers&rsquo / area of certification and experience had a significant role on the collective dependent variables, while number of students and gender did not. Analysis further revealed that primary teachers had significantly stronger efficacy beliefs about the new curriculum than mathematics teachers. Moreover, teachers with 11-15 and 21 and more years of experience were significantly found to perceive a higher utilization of special techniques than teachers with 10 years or less experience. In a similar sense, teachers with 16-20 years of experience were found to have a significant higher perceived utilization of special techniques than teachers with 5 years or less experience.

The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo / views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of &Ccedil / orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.

The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo / To what extent the elementary prospective mathematics teachers&rsquo / noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo / With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo / reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo / noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.

No description available.

Submitted by Fabio Henrique Lepri Boschesi null (fabio_henrique_05@yahoo.com.br) on 2016-05-09T22:19:35Z No. of bitstreams: 1 Dissertacao_Fabio Boschesi_Versao Final.pdf: 2038601 bytes, checksum: 4035aa1148c67cb41516cdc151c89650 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-12T19:42:51Z (GMT) No. of bitstreams: 1 boschesi_fhl_me_prud.pdf: 2038601 bytes, checksum: 4035aa1148c67cb41516cdc151c89650 (MD5) / Made available in DSpace on 2016-05-12T19:42:51Z (GMT). No. of bitstreams: 1 boschesi_fhl_me_prud.pdf: 2038601 bytes, checksum: 4035aa1148c67cb41516cdc151c89650 (MD5) Previous issue date: 2016-03-24 / A presente pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à linha de Pesquisa Processos Formativos, Ensino e Aprendizagem. Diante da implantação de uma nova organização curricular, proposta pela Secretaria da Educação do Estado de São Paulo, que visa propor um novo Currículo para os níveis Ensino Fundamental II e Ensino Médio e as práticas pedagógicas realizadas por professores de Matemática do Ensino Médio com uso das Tecnologias da Informação e Comunicação (TIC) surge o seguinte problema de pesquisa: como as TIC estão presentes no Currículo de Matemática, mais especificamente, nas Situações de Aprendizagem dos Cadernos do Professor e dos Cadernos do Aluno, e como os professores de Matemática do Ensino Médio relatam que estão desenvolvendo suas práticas com uso destes recursos na realidade da escola pública Estadual? Os dados foram coletados junto a 30 professores de Matemática da rede Estadual, com aulas atribuídas no Ensino Médio, pertencentes a uma Diretoria de Ensino do Interior de São Paulo. Os procedimentos metodológicos envolveram análise documental dos materiais que subsidiam o novo Currículo, aplicação de questionários e a realização de entrevistas com os professores. Os resultados da pesquisa mostram que os Cadernos do Professor e do Aluno pouco contribuem para que os professores integrem as TIC às suas práticas. A ausência de orientações para o desenvolvimento da aula e a sequência didática do material não favorece o uso das TIC como potencializadoras do processo de ensino e aprendizagem. Em relação ao uso das TIC pelos professores participantes, os resultados mostram que apesar das dificuldades enfrentadas, advindas da falta de formação específica e da ausência de orientações no material do Currículo, em suas aulas os professores estão superando a sequência didática sugerida. Sobre as condições de infraestrutura escolar para realização de aulas com uso destes recursos os resultados apontam que ainda há muitos desafios a serem superados. / This research was developed jointly to the Educational Post Graduation Program of the University of Science and Technology – UNESP – Presidente Prudente campus, entailed to the research line of Educational Processes, Teaching and Learning. In face of the implementation of a new curricular organization proposed by the Secretary of Education of São Paulo which aims proposing a new curriculum for Elementary school, cycle II and High School, besides the pedagogical practices performed by mathematics teachers of high school with the use of the Technologies of Information and Communication (TIC) has risen the following research issue: How are the TIC present in the curriculum of Mathematics, more specifically, at the Learning Situations of the Teachers and Students Textbooks, and how High School mathematics teachers report the way they are developing their practices with the use of such resources within the reality of Public State School? For data collecting we count on with the participation of 30 Mathematics teachers from State public schools, with assigned classes in High School levels, belonging to a Board of Education in the countryside of São Paulo. The methodological procedures involved documental analysis of the material that subsidizes the new Curriculum, questionnaire and interviews with teachers. The research results show that teachers and students textbooks do not present enough contribution for teachers to integrate the TIC to their practices. The lack of orientation for class planning and didactic sequence of the material does not enable the use of TIC as empower tools for the teaching and learning process. Regarding to the use of TIC by the participant teachers, the results show that even in face of difficulties, due to the lack of specific training and absence of material orientation in the curriculum, the teacher are overcoming the suggested didactic sequence in their classes. What concerns to school facilities for classes accomplishment with the uses of these resources, the results point that there are still a lot of challenges to be superseded.

Philosophiae Doctor - PhD / "This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action; then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001; Helsby, 1999; Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia..."