Thesis (M.A.)--Brigham Young University. Dept of Teacher Education, 2006. / Includes bibliographical references (p. 103-112).

Thesis (Ed.D.)--East Carolina University, 2009. / Presented to the faculty of the Department of Educational Leadership. Advisor: Marjorie Ringler. Title from PDF t.p. (viewed Apr. 23, 2010). Includes bibliographical references.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Doug McDougall.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Carl Lashley; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed May 27, 2010). Includes bibliographical references (p. 109-116).

Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-13Bitstream added on 2014-06-13T19:33:02Z : No. of bitstreams: 1 ciriaco_kt_me_prud.pdf: 1835478 bytes, checksum: dedc3e23016489f430db0385ab707dd8 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este estudo relata os resultados de uma dissertação de mestrado vinculada à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós-Graduação em Educação da FCT/UNESP e tem como objetivo central investigar, no processo de trabalho pedagógico de professores que ensinam Matemática na Educação Infantil (pré-escola) e nos Anos Iniciais do Ensino Fundamental (1º ano), os condicionantes e as racionalidades que emergem de suas práticas pedagógicas pós-ampliação do Ensino Fundamental, bem como a formação docente frente a essas questões. A relevância do problema se fundamenta na Lei 11.274/2006 que determina a matrícula obrigatória da criança de seis anos no Ensino Fundamental, gerando sem dúvida, conseqüências e desafios ao trabalho pedagógico dos professores. Para tal, selecionamos duas Escolas de Educação Infantil e Ensino Fundamental (EMEIFs) pertencentes à Rede Municipal de Educação de Presidente Prudente (SP). Para o desenvolvimento da pesquisa optamos por uma abordagem qualitativa e pela análise de conteúdo para as categorias de análises dos dados. Inicialmente analisamos as orientações mencionadas tanto pelo Ministério da Educação (MEC), em pareceres e documentos oficiais, quanto nos Subsídios para o trabalho pedagógico com crianças em idade de 5 e 6 anos do município de Presidente Prudente (SP), que esclarecem aspectos sobre a ampliação do Ensino Fundamental no tratamento dado aos aspectos pedagógicos a serem adotados para a disciplina de Matemática. Pelo planejamento dos professores foi possível identificar os conteúdos matemáticos que são predominantes nas turmas observadas e conjecturas sobre as formas de abordagem dos mesmos. Da análise dos dados conclui-se que: (1) a formação inicial dos professores tem se mostrado... / This study reports the results of a Master's thesis research linked to the line Formative Processes and Practices in Education Program Graduate Education in the FCT / UNESP and has as main objective to investigate, in the process of educational work of teachers teach Mathematics in Early Childhood Education (preschool) and in the early years of elementary school (1st year), the conditions and the rationales that emerge from their teaching post-expansion of primary education and teacher training in the face of these issues. The relevance of this problem is based on the Law 11.274/2006 that determines the mandatory registration of children of six years in elementary school, creating undoubtedly consequences and challenges for the educational work of teachers. To this end, we selected two preschools and elementary school (EMEIFs) belonging to the Municipal Education Presidente Prudente (SP). For the development of research we chose a qualitative approach and content analysis for categories of data analysis. We first analyze the guidelines mentioned by both the Ministry of Education (MEC), on reports and official documents, as in grants to educational work with children aged 5 and 6 years in the city of Presidente Prudente (SP), which shed light on the aspects expansion of primary education in the pedagogical aspects of treatment to be adopted for Mathematics. By planning the teachers were able to identify the mathematical contents are predominant in the observed classes and ways to approach them. Data analysis concludes that: (1) the initial training of teachers has proved insufficient as... (Complete abstract click electronic access below)

<p> This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards&rsquo; Beliefs Instrument (SBI) (Zollman &amp; Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.</p><p> A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen&rsquo;s <i>d</i> (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.</p><p> Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. </p><p> With a reliability estimate using Cronbach&rsquo;s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. </p><p> The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher&rsquo;s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.</p>

This is an ethnographic study from within mathematics teacher education in Sweden. A methodological insider approach enabled to view teacher education from the students’ perspectives, by focusing how discursive power-relations affected what becoming mathematics teachers brought forward as concerning during two years of education. I took a socio-political theoretical perspective and understood discourse, power and positioning as dynamically interrelated concepts, which allowed the analysis to foreground several aspects simultaneously and to illustrate elusive phenomena as they occurred and disappeared. The results show that the mathematics education and mathematics discourses are open and multifaceted and reveal empowered positionings, whereas the language/culture and institutional discourses both are narrower and more constraining. These constraints, in turn, affect students’ possibilities to enact empowered positionings within the more open discourses. The core of education, that is mathematics and mathematics education, may therefore be obscured by discourses of “truths”. The study shows a need for further research on how to strengthen students’ possibilities to influence their education, and to ask questions like why education is organised this way, and who benefits from that.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 129-133).

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-11-10Bitstream added on 2014-06-13T19:51:57Z : No. of bitstreams: 1 garcia_tmr_me_rcla.pdf: 912020 bytes, checksum: 4d969ad11f8aab8b21a9dd6e475c6732 (MD5) / O objetivo dessa pesquisa é identificar aspectos importantes da inserção da tecnologia informática nos programas de formação inicial de professores de Matemática. Utilizando uma abordagem de pesquisa qualitativa, de caráter interpretativo, foi realizada uma investigação sobre o uso da Internet no contexto de um trabalho com projetos, dentro do estágio supervisionado do Curso de Ciências - Habilitação em Matemática da Faculdade Estadual de Educação, Ciências e Letras de Paranavaí - Paraná. Os resultados do trabalho destacam duas situações: a primeira mostrando o que ocorre quando os futuros professores atuam como usuários de alguns recursos da Internet, compreendendo-a como um espaço a ser explorado; a segunda apresenta os sentimentos e impressões dos futuros professores quando atuam como autores, produzindo e divulgando informações na Internet, vista então, como um espaço a ser habitado. A análise dos dados apresenta algumas possibilidades e desafios que as tecnologias digitais trazem para a formação inicial de professores de Matemática, especialmente quando se articulam ao trabalho com projetos. / The objective of this research is to identify important aspects of introducing information technology into mathematics teacher education programs. Using a qualitative research approach, of an interpretive nature, an investigation was conducted regarding the use of the Internet in the context of a project work, in a supervised traineeship in the Sciences Program - Qualification in Mathematics, of the State College of Education, Sciences, and Letters of Paranavaí, in the state of Paraná. The results of the study highlight two situations: the first demonstrates what occurs when future teachers act as users of some Internet resources, understanding it as a space to be explored; the second presents the feelings and impressions of future teachers when they act as authors, producing and disclosing information on the Internet, seen then as a space to be inhabited. The data analysis presents some possibilities and challenges offered by digital technologies for the education of future mathematics teachers, especially when they are linked with project work.

Orientador: Leny Rodrigues Martins Teixeira / Banca: Edda Curi / Banca: Maria Raquel Miotto Morelatti / Resumo: Este estudo relata os resultados de uma dissertação de mestrado vinculada à linha de pesquisa "Práticas e Processos Formativos em Educação" do Programa de Pós-Graduação em Educação da FCT/UNESP e tem como objetivo central investigar, no processo de trabalho pedagógico de professores que ensinam Matemática na Educação Infantil (pré-escola) e nos Anos Iniciais do Ensino Fundamental (1º ano), os condicionantes e as racionalidades que emergem de suas práticas pedagógicas pós-ampliação do Ensino Fundamental, bem como a formação docente frente a essas questões. A relevância do problema se fundamenta na Lei 11.274/2006 que determina a matrícula obrigatória da criança de seis anos no Ensino Fundamental, gerando sem dúvida, conseqüências e desafios ao trabalho pedagógico dos professores. Para tal, selecionamos duas Escolas de Educação Infantil e Ensino Fundamental (EMEIFs) pertencentes à Rede Municipal de Educação de Presidente Prudente (SP). Para o desenvolvimento da pesquisa optamos por uma abordagem qualitativa e pela análise de conteúdo para as categorias de análises dos dados. Inicialmente analisamos as orientações mencionadas tanto pelo Ministério da Educação (MEC), em pareceres e documentos oficiais, quanto nos Subsídios para o trabalho pedagógico com crianças em idade de 5 e 6 anos do município de Presidente Prudente (SP), que esclarecem aspectos sobre a ampliação do Ensino Fundamental no tratamento dado aos aspectos pedagógicos a serem adotados para a disciplina de Matemática. Pelo planejamento dos professores foi possível identificar os conteúdos matemáticos que são predominantes nas turmas observadas e conjecturas sobre as formas de abordagem dos mesmos. Da análise dos dados conclui-se que: (1) a formação inicial dos professores tem se mostrado... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study reports the results of a Master's thesis research linked to the line "Formative Processes and Practices in Education" Program Graduate Education in the FCT / UNESP and has as main objective to investigate, in the process of educational work of teachers teach Mathematics in Early Childhood Education (preschool) and in the early years of elementary school (1st year), the conditions and the rationales that emerge from their teaching post-expansion of primary education and teacher training in the face of these issues. The relevance of this problem is based on the Law 11.274/2006 that determines the mandatory registration of children of six years in elementary school, creating undoubtedly consequences and challenges for the educational work of teachers. To this end, we selected two preschools and elementary school (EMEIFs) belonging to the Municipal Education Presidente Prudente (SP). For the development of research we chose a qualitative approach and content analysis for categories of data analysis. We first analyze the guidelines mentioned by both the Ministry of Education (MEC), on reports and official documents, as in grants to educational work with children aged 5 and 6 years in the city of Presidente Prudente (SP), which shed light on the aspects expansion of primary education in the pedagogical aspects of treatment to be adopted for Mathematics. By planning the teachers were able to identify the mathematical contents are predominant in the observed classes and ways to approach them. Data analysis concludes that: (1) the initial training of teachers has proved insufficient as... (Complete abstract click electronic access below) / Mestre