The aim of the study was to investigate what influence the use of computers using MS Excel and RJS Graph software has on grade 11 Eritrean students' understanding of functions in the learning of mathematics. An empirical investigation using quantitative and qualitative research methods was carried out. A pre-test (task 1) and a post-test (task 2), a questionnaire and an interview schedule were used to collect data. Two randomly selected sample groups (i.e. experimental and control groups) of students were involved in the study. The experimental group learned the concepts of functions, particularly quadratic functions using computers. The control group learned the same concepts through the traditional paper-pencil method. The results indicated that the use of computers has a positive impact on students' understanding of functions as reflected in their achievement, problem-solving skills, motivation, attitude and the classroom environment. / Educational Studies / M. Ed. (Math Education)

This thesis deals with visual teaching aids that are used in the educational proces. It describes aids that are used in teaching mathematical functions at secondary schools. The aim is to describe briefly their historical development and by a questionnaire find changes in their use in teaching of mathematical functions in the past 10 years.

This thesis is pursued to the possibilities of using photography in teaching of mathematics. I have gathered enough information for condition of use photography. In the next step I followed the objectives: to analyze selected mathematics textbooks in terms of using photography according its six roles; documenting the influence of photography in exercises on their answer; creating a task with photographs that would complement the gaps in their use in didactic materials. Analysis has shown that most often use photos in textbooks is in a motivational role, that does not carry relevant information to solve a excercise. The effectiveness of using a photo is verified on several excercises, which showed a higher abundance of right answers and pointed out the need to look for the right format, motive and quality of the photograph. This excercises also confirmed grasping a decimal system by pupils through a money model. The next part of the thesis is devoted to the creation of excercises with photography in various roles, which are less common in educational materials than the motivational role. Excercises include many different activities from manipulative to creative. Activities with phootgraphs is possible to use in different teaching organizations and can be used in teaching very quickly and easily. An...

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

Studiens syfte är att undersöka hur behöriga matematiklärare värderar matematikuppgifter och till vilken betygsnivå de kan relateras. Studien har genomförts som en kvalitativ studie baserad på tematisk analys. Åtta professionella matematiklärare har intervjuats och deras uttalanden har analyserats. Studien är inriktad på kursen matematik 3c på gymnasiet. Studien visar att lärare värderar uppgifterna olika vilket kan tyda på utmaningar med att tolka betygskriterier i matematik på gymnasiet. I undersökningen framkommer hur de som är nyexaminerade behöriga lärare visar på en mer generös värdering och relaterar till högre betygsnivå jämfört med de lärare som är mer erfarna. De mer erfarna lärarna visar också gögre grad av samstämmighet när det gäller hur de beskriver kunskapsnivå motsvarande de olika betygsnivåerna jämfört med de nyexaminerade lärarna. De nyexaminerade lärarna uttrycker i vissa fall bristande matematiska kunskaper kopplat till de högre kurser i matematik på gymnaisenivån som de förväntas undervisa på. / The purpose of the study is to investigate how qualified mathematics teachers value mathematics tasks and to which grade level they can be related. The study has been conducted as a case study. Eight actively working mathematics teachers have been interviewed and their statements have been analyzed. The study is focused on the course mathematics 3c at the upper secondary school. The study shows that teachers value the tasks differently, which may indicate challenges with interpreting grading criteria in mathematics at upper secondary school. The survey reveals how those who are newly qualified teachers show a more generous assessment and relate to a higher grade level compared to the teachers who are more experienced. The more experienced teachers also show a higher degree of agreement when it comes to how they describe the level of knowledge corresponding to the different grade levels compared to the newly qualified teachers. In some cases, the newly graduated teachers express a lack of mathematical knowledge linked to the higher courses in mathematics at the upper secondary level that they are expected to teach.

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The Supreme Court of the United States has recently determined that assigning students to schools and classrooms based on racial identity is unconstitutional. However, it also left the door open for further and different rulings. If researchers are able to show that lack of consideration of race has deleterious effects on federally mandated programs and initiatives, the ruling may be modified or opened up to specific circumstances. Among its many consequences, this ruling brings a focus onto the question of student-teacher matching in classrooms. Over the years, there has been a great deal of discussion in the literature about matching teacher and student by race, ethnicity, gender, and language. Some people claim that matching is crucial for student success while others dispute this claim. The current study examines the question of racial and ethnic matching empirically in the context of a large-scale randomized controlled study of an innovation for middle school mathematics learners. It extends the literature by (1) focusing on the relationship between student-teacher match and a specific, heavily documented situation with targeted learning goals, (2) adding information about Hispanic students to the discussion, and (3) helping evaluate factors that may be important in determining the validity of large-scale experiments. Alone and in conjunction with other similar empirical evidence, it will also have a significant effect on federal and state educational policy. The sample consists of the 92 teachers and 1576 7th grade students on 76 school campuses throughout 8 Texas regions who participated in the Scaling-Up SimCalc project. Teachers and students either used SimCalc Mathworlds™ curriculum and technology or a control for a two-week replacement unit. The crux of the current analysis was a match between aggregated and individual teacher and student characteristics and an inquiry into how these matches influence student math performance in the classroom within and between our experimental and control group. Hierarchical Linear Modeling (HLM) analysis was used to investigate the differences in student mathematics performance, modeled as students nested in classrooms nested in schools. / Ph. D.

This investigation of twentieth century trends in mathematics education includes the survey of existing literature and questionnaires conducted with retired and active Texas teachers. Historical events, trends in curriculum, instruction, learning theories, and contradictions of twenty-year periods are delineated. Questionnaire responses are tabulated along the same periods and vignettes of typical classrooms are drawn from the data. Results of the survey show the impact of societal forces on mathematics curricula, a continued downward expansion of content into lower grades and expanding knowledge of learning processes. A unified mathematics curriculum, classroom-related learning theory research, and further development of team-teaching are postulated as future trends. Recommendations include further examination of trends through isolation of other variables such as region and ethnicity.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-20T14:52:56Z No. of bitstreams: 1 modelagem_matematica.pdf: 1373042 bytes, checksum: 841b607f02b097f901a46faac7a7dedf (MD5) / Made available in DSpace on 2015-03-20T14:52:56Z (GMT). No. of bitstreams: 1 modelagem_matematica.pdf: 1373042 bytes, checksum: 841b607f02b097f901a46faac7a7dedf (MD5) Previous issue date: 2012 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese tem por objetivo examinar os enunciados sobre a Modelagem Matemática na(s) forma(s) de vida escolar, em especial, no que tange à noção de interesse. Os aportes teóricos que sustentam a investigação vinculam-se às teorizações de Michel Foucault e de Ludwig Wittgenstein em sua fase de maturidade. Além disso, utilizam-se ideias de John Dewey, Edouard Claparède, Johann Herbart e Ovide Decroly referentes à noção de interesse. O material de pesquisa abrange teses e dissertações brasileiras sobre a Modelagem Matemática na Educação Básica, do período de 1987 a 2009, disponibilizadas no portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O exercício analítico efetivado sobre o material de pesquisa fez emergir três enunciados relacionados à noção de interesse: o uso da Modelagem Matemática na(s) forma(s) de vida escolar requer que se tome como ponto de partida para o processo pedagógico temas de interesse do aluno; o uso da Modelagem Matemática na(s) forma(s) de vida escolar torna o aluno interessado e, como consequência, corresponsável por sua aprendizagem; o uso da Modelagem Matemática na(s) forma(s) de vida escolar suscita o interesse do aluno pela matemática escolar. A discussão desses enunciados possibilitou concluir que o discurso sobre Modelagem Matemática escolar captura o aluno por meio de seu interesse pela solução de problemas de sua realidade, reforçando o lugar privilegiado atribuído à matemática escolar. Ademais, a liberdade dada ao aluno para a escolha dos temas de seu interesse pode ser entendida como uma forma de o professor controlar as ações do estudante, conduzir sua conduta, tornando-o corresponsável pela aprendizagem e interessado pela matemática escolar. / This thesis aims at studying the enunciations about Mathematical Modeling in school life, especially, with respect to the concept of interest. The theoretical contributions that support the investigation are linked to Michel Foucaults and Ludwig Wittgensteins theorizations in their mature phase. Besides, we use some of John Deweys, Edouard Claparèdes, Johann Herbarts and Ovide Decrolys ideas related to the concept of interest. The research material includes Brazilian theses and dissertations on Mathematical Modeling in elementary and secondary school from 1987 to 2009, available on the Web portal of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES (High Education Staff Improvement Coordination). The analytical exercise done on the research material gave rise to three enunciations related to the concept of interest: the use of Mathematical Modeling in school life requires subjects that students are interested in as starting points of the pedagogical process; the use of Mathematical Modeling in school life turns students interested and, consequently, co-responsible for their learning; the use of Mathematical Modeling in school life raises students interest in school Mathematics. The discussion of these enunciations made it possible to conclude that the discourse on school Mathematical Modeling captures students by their interest in solving problems of their own reality, what reinforces school Mathematics privileged place. Moreover, students freedom to choose subjects of their own interest can be understood as a means to the teacher control students actions, leading their behavior, making them co-responsible for their learning and interested in school Mathematics.

Made available in DSpace on 2016-04-27T17:13:01Z (GMT). No. of bitstreams: 1 Moacir Benvindo de Carvalho.pdf: 6002177 bytes, checksum: d3fa0dfec344341c4e176d7b914e6ccb (MD5) Previous issue date: 2007-05-25 / Made available in DSpace on 2016-08-25T17:25:36Z (GMT). No. of bitstreams: 2 Moacir Benvindo de Carvalho.pdf.jpg: 3808 bytes, checksum: d8187edfbf0dce23033fdab0e679da99 (MD5) Moacir Benvindo de Carvalho.pdf: 6002177 bytes, checksum: d3fa0dfec344341c4e176d7b914e6ccb (MD5) Previous issue date: 2007-05-25 / This work is inserted in the context of teaching and learning proofs and mathematical arguments in school mathematics and was developed as part of the project AProvaME (Argumentation and Proof in School Mathematics). The main aim of the study relates to the construction of a panorama of students´ conceptions about proof on the basis of the results of a questionnaire applied to nearly 2000 students aged between 14 and 15 years. More specifically, the study centres on the analysis of two questions related to Algebra (A1 and A2), which solicited the selection of arguments by the students and the assessment of these arguments in terms of their validity and generality. The questions from the questionnaire, as well as the discussions of students responses are informed principally by the research studies of Balacheff (1988) and Healy & Hoyles (2000), both of which consider empirical and formal arguments and the complex passage from the production of pragmatic to conceptual proofs. The results show that half of the 1998 subjects who completed the questionnaire had a preference for empirical arguments (verification through some cases) and a quarter chose narrative arguments. With respect to the analysis of the generality of proofs, students responses were generally somewhat inconsistent, with, for example, those who considered the same arguments to be both always true and valid only for some cases . In the group of students under our responsibility, made up of three 8th grade classes (70 students), the same results were observed. Some of the reasons motivating these choices were illuminated in the interviews. In the vision of the students, empirical evidence counts as proof and arguments in natural language are judged as clearer, with a greater explanatory power / Nosso trabalho insere-se no contexto do ensino e aprendizagem de provas e argumentos matemáticos por alunos da Escola Básica e foi desenvolvido no âmbito do Projeto Argumentação e Prova na Matemática Escolar (AProvaME). O principal objetivo de nosso estudo refere-se ao mapeamento das concepções de alunos sobre prova, a partir dos resultados de um questionário aplicado a cerca de 2.000 alunos de 14-15 anos. Mais especificamente, nosso trabalho centrou-se na análise de duas questões de Álgebra (A1 e A2), as quais solicitavam escolhas de argumentos por parte dos alunos e avaliação destes em termos de sua validade e generalidade. A elaboração e discussão das respostas são baseadas principalmente nas pesquisas de Balacheff (1988) e Healy & Hoyles (2000), sobre argumentos empíricos e formais e sobre a complexa passagem da produção de provas pragmáticas para as conceituais. Os resultados mostram que a metade dos sujeitos analisados na amostra total (de 1.998 alunos) tem preferência por argumentos empíricos (verificações para alguns casos) e um quarto escolhe argumentos narrativos. Quanto à avaliação da generalidade de uma prova, verificamos inconsistência nas respostas dos alunos, que consideram um mesmo argumento sempre verdadeiro e, simultaneamente, válido somente para alguns casos . No grupo sob nossa responsabilidade, constituído por três turmas de 8ª série (70 alunos), esses resultados se mantêm. Algumas razões dessas escolhas foram esclarecidas nas entrevistas. Na visão dos alunos, evidências empíricas são provas e os argumentos em língua natural são considerados mais claros, com maior poder de explicação