A research report submitted to tbe Faculty of Education, UnIversity 'of the Witwatersrand, in partial fulfilment of requirements for the degree of Master of Education by coursework and research report Johannesburg, November 1994 / This study investigates the relationships between small-group work and ownership of mathematical kownledge in order to explicate relationships, an account of the interactions of a group of three std 7 pupils working together for a week on mathematical tasks in their mathematics classroom is presented. The nation of ownership in used to encompass both the elements of democracy and the development of knowledge which are expected to be produced by small-group work. The notion of ownership is elaborated through the research process. The study finds both beneficial and problematic aspects in the interractions of the group. Ownership is seen to be established, but in different ways for each pupil, because of inequalities within the group. A serious mathematical mistake is made and : [Abbreviated Abstract. Open document to view full version]

A Thesis submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy / This researcn investigates success and failure in mathematics at the standard seven level in middle schools in the Bafokeng region. There is great concern expressed by parents, teachers and students about the high failure rate in this subject in the external examinations. Mathematics is seen to be important for securing good jobs in the platinum mines which are situated on the Bafokeng tribal lands. in general, greater efforts by teachers and students have made little impact on the public examination results. The present study undertakes ar xn-de th analysis of this problem in the anthropolog^/cal paradigm using the illuminatxve approach. Interviews and questionnaires are used for gathering data and triangulation techniques are used for verification and checking. Statistical correlation is applied to the variables but the study is not limited to numerical relationships between factors associated with scholastic success and failure. Two separate criteria of "success" are defined, namely the standard 7 mathematics mark and the performance of a ten per cent sample in each of five picture problems. The population xs composed of one educational unit: the one high school in Phokeng, capital of the Bafokeng, and the three middle schools which make up the catchment area of this high school. The number of students involved is approximately three thousand. Language and attitudes show strong positive correlations with both criteria of success. Other variables, like socio-economic status and degree of westernization are significantly related to the picture problem scores but not to the mathematics mark. Surprisingly, self-concept and embedded figures scores show no statistically significant relationship with either of the two criteria of success. In order to succeed in school mathematics a student must attain a high level of abstraction. This research does not suggest that the case is any different for Bafokeng students, buJj it attempts to explore the modes of perception, methods of concept formation and the development of appropriate schemata by which abstraction is achieved. Finally the Implications for teaching and learning of mathematics in school are discussed in the light of the findings of this research. This is the first study of its type, as far as can be ascertained, for Bophuthatswana schools. / Andrew Chakane 2018

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A Research Report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education by course-work and research report. Johannesburg, 1992 / This research report investigates the psychological dimensions in the learning and teaching of probability theory. It begins by outlining some problems arising from the author's own experience in the learning and teaching of probability theory, and develops a theoretical position using the Theory of Activity. This theory places education within the broad social context and recognises the centrality of affective aspects of cognition. [Abbreviated abstract. Open document to view full version]

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, 1997. / After Mozambique became independent from Portugal, the main aim of the government policy towards education was to create equity of opportunity to enter the formal education system for different social, gender and age groups. However, females are still under-represented in higher education particularly in courses which require an extensive mathematical background. Thus, the purpose of this study was, to explore possible gender differences in performance and attitudes toward mathematics among 1996 BUSCEP students at Universidade Eduardo Mondlane. Those students were tested on several affective and cognitive variables, using a questionnaire and tests. The results suggested that gender performance and attitudes towards mathematics tend to be similar, and the inequalities found, were more evident in the participation in mathematics related careers. These findings emphasise the need to further examine the interrelationships between gender and career choices which should be conducted with students from the secondary school. / AC2017

Orientador: Tatiana Miguel Rodrigues / Banca: Rita de Cássia Pavani Lamas / Banca: Marcus Augusto Bronzi / Resumo: Este trabalho aborda o movimento dos planetas, utilizando as Leis de Kepler via o Cálculo Diferencial e Integral. Iniciando com uma abordagem histórica dos principais estudiosos do assunto, em seguida apresentam-se alguns conceitos do Cálculo Diferencial e Integral e as leis de Kepler. Além disso, foram feitas atividades relacionadas ao movimento planetário com alunos do ensino fundamental/médio e também foi utilizado um software da área para instigar tais alunos a pensar sobre o tema / Abstract: This work is related to the planets movements, using Kepler's laws through Differential and Integral Calculus. Starting with a historical approach of leading researchers on this field. Afterwards key concepts taken from Calculus and Kepler's law are introduced. In addition to that, activities related to the planets movements were performed with high school students as well as a computer software on this area was used to instigate such students to think about this subject / Mestre

Orientador: Marcelo de Carvalho Borba / Banca: Nilson José Machado / Banca: Edna Maura Zuffi / Banca: João Frederico da Costa Azevedo Meyer / Banca: Geraldo Perez / Resumo: Este trabalho analisa aspectos relativos à Matemática, como disciplina em serviço, na formação dos químicos contemporâneos, segundo o ponto de vista dos químicos docentes de várias Instituições de Ensino de Química do Brasil e de alguns profissionais químicos. Discute o problema das reformas curriculares e da organização curricular dos cursos de Química do Brasil e apresenta subsídios para uma possível proposta curricular de Matemática, através de reflexões e de algumas sugestões relacionadas com as questões "Por que ensinar?" "O que Ensinar de Matemática?", "Como Ensinar Matemática?" e "Quem Deve Ensinar Matemática para os químicos?". Com base nessas reflexões, aponta novos e possíveis caminhos para as discussões sobre a organização dos currículos de Matemática nos Cursos de Química do Brasil. / Abstract: This work analyzes aspects related to Mathematics, as a discipline in service, in the formation of contemporary chemists, according to the point of view of the chemistry professors of several Institutions of Chemistry Education and some chemistry professionals in this country. It deals with the problem of curriculars reforms and organization of Chemistry courses in Brazil. It also presents subsidies for a possible curricular purpose of Mathematics, through reflections and of some suggestions related to the questions: "Why to teach Mathematics", "What to teach in Mathematics", "How to teach Mathematics" and "Who must teach Mathematics for chemists". Based on these reflections this work points out new and possible ways for discussion on the curricular organization of the Mathematics in the Chemistry Courses in Brazil. / Doutor

Orientador: Ubiratan D'Ambrosio / Banca: Alexandrina Monteiro / Banca: Antônio Carlos Carrera de Souza / Banca: Maria da Conceição Ferreira Reis Fonseca / Banca: Miriam Godoy Penteado / Banca: Roger Miarka / Resumo: Esta tese insere-se no Programa de Pesquisa Etnomatemática e tem como objetivo central apresentar e discutir maneiras de entender o currículo de matemática na educação do campo. Para isso, traço imagens panorâmicas, a partir de publicações acadêmicas, de perfis de cursos de Licenciatura em Educação do Campo, com habilitação em Matemática e de sete entrevistas. Com isso, construo quatro imagens com zoom, focando em aspectos do currículo escolar, especificamente de matemática, na educação do campo. O primeiro deles entende que os conteúdos matemáticos a serem trabalhados nas escolas do campo deve ser os mesmos de qualquer outra escola, mas que é importante "partir da realidade" para chegar ao objeto matemático; o segundo, ao contrário, questiona os conhecimentos presentes nos programas curriculares e sugere que sejam incluídos os "saberes locais", que historicamente deles foram excluídos; o terceiro afirma que não deve haver especificidade no programa curricular de matemática de escolas do campo; e, por fim, o quarto compreende que a escola deveria, também, oferecer uma formação técnica para os trabalhos rurais / Abstract: This thesis is part of the Program Ethnomathematics and its central purpose is to show and to discuss the ways to understand the mathematics curriculum in rural education. For that, I draw panoramic images, based on academic publications, on the courses of Bachelor in Rural Education with specialization in Mathematics and on seven interviews. With that, I compose four images zoomed in, focusing aspects of scholar curriculum, specifically of mathematics, in rural education. The first one considers that the mathematics contents to be taught in rural schools should be the same as any other school, but it's important to start from the student's reality; the second one, on the contrary, questions the knowledge that composes the programs and it suggests including local knowledge, which historically has been excluded; the third one asserts that it should not have specificity in mathematics curriculum in rural schools; and, at last, the fourth one proposing that the schools should also offer technical training for rural jobs / Doutor

Orientador: Ana Paula dos Santos Malheiros / Banca: Marcelo de Carvalho Borba / Banca: Sueli Liberatti Javaroni / Banca: Cristiane Muenchen / Banca: Regina Helena de Oliveira Lino Franchi / Resumo: A tese que ora apresento, tem por objetivo evidenciar algumas reflexões que emanam de um contexto em que se busca uma possibilidade de implementação da Modelagem na Educação Matemática em um ambiente permeado por um currículo prescrito. Para entender esse ambiente e, dessa forma, analisar as potencialidades da Modelagem, foi oferecido um curso para professores de Matemática que lecionam em escolas estaduais que integram a Diretoria de Ensino de Limeira, no Estado de São Paulo. Esse curso teve por objetivo apresentar essa abordagem pedagógica aos professores que, em sua maioria, desconheciam a Modelagem, e elaborar atividades que poderiam ser desenvolvidas em sala de aula. Segundo a abordagem qualitativa, os dados foram produzidos a partir das falas que se deram durante o curso e também em entrevistas realizadas com os professores em formação. Após esses dados serem analisados, buscou-se apresentá-los a partir do levantamento de temas geradores, que metaforicamente como o Método Paulo Freire, denotam uma complexidade própria do tema da pesquisa. A apresentação, durante o desenvolver de suas seções, se deu no diálogo entre o referencial teórico, por meio de seus autores, com as falas dos professores em formação. Objetivou-se com isso refletir sobre o contexto e, com um viés embasado na consciência crítica, propor alguns possíveis inéditos-viavéis frente as situações-limites que se impõem ao professor e que, de certa maneira, influenciam negativamente na possível implementação d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The dissertation here presented aims to highlight some reflections that emanate from a context in which the possibility of implementing Modeling in Mathematics Education is sought in an environment permeated by a prescribed curriculum. In order to understand this environment and thus to analyze the potential of Modeling, a course was offered for Mathematics' teachers who teach in public state schools that are part of the Teaching Board of Limeira, in São Paulo state. This course aimed to present this pedagogical approach to teachers who, for the most part, were not familiar with Modeling and to elaborate activities that could be developed in their classrooms. According to the qualitative approach, the data were produced from the speeches that were given during the course and also in interviews with the teachers in formation. After the analysis of the data, we sought to present them from the survey of generating themes, which metaphorically as Paulo Freire Method, denote a complexity specific to the research theme. During the development of its sections, the presentation took place in the dialogue between the theoretical reference, through its authors, and the statements of the teachers in formation. The objective was to reflect about the context and, with a bias based on the critical consciousness, to propose some possible untested feasibility in the face of the limiting situations that are imposed on the teacher and which, in a certain way, negatively influence the possible implementation of Modeling in Basic education. From this analysis, I conclude that Modeling can occupy space in Mathematics classes, since there is provided there a movement around the understanding of limiting situations and the proposition of untested feasibility that can be given through Teacher Collaboratives of Professional Development / Doutor

This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement. / by Christine Higgins. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.