This study assessed the relative effectiveness of verbal and non-verbal teaching methods in facilitating the learning of mathematics. The two treatments differed only in that nonverbal instruction did not permit oral communication or use of written words. Chalkboard instruction was characterized by complete silence in nonverbal classes. In verbal classes, new terminology was introduced by writing the terms on the board and using them thorughout the lesson. Four fourth-grade classes consisting of 88 students in one school were randomly assigned to treatment groups so that two were taught non-verbally, and two by the conventional verbal method. Two teachers were assigned one class of each type. Treatment and teacher factors were crossed in a pretest-posttest control group design. The demonstrated comparability of the two teaching methods not only points to nonverbal instruction as an alternate mode, but also seriously questions the effectiveness of conventional teacher talk in enhancing learning. Teachers with a creative bent should be encouraged to experiment with nonverbal instruction and design activities for all levels of development. The technique could be used effectively to break the routine of conventional instruction. The importance of nonverbal components should be stressed in methods courses for pre- and in-service teachers. Techniques of nonverbal instruction should be practiced in student teaching practices. / Typescript. / "August, 1973." / "Submitted to the Department of Mathematics Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 141-142).

This program was carried out in the two sections of the fourth grade at the Agnes McReynolds Elementary School in Pensacola, Florida. In investigating the place of geography in the elementary curriculum, and the teaching and testing of this subject, material has been found that will be of great use to both teachers in the future. An attempt has been made here to record some of the findings and to draw conclusions from them. Intelligence tests, reading tests, as well as geography tests, were given to fifty-eight children in order to better evaluate geography learning in relation to intelligence and reading ability. / Typescript. / "July, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. F. Becker, First Major. / Includes bibliographical references (leaves 40-42).

本研究以"教学性解释"这一课堂会话形式为研究对象，调查小学数学课堂教学中教学性解释的数学丰富性特征和结构特征，以及它们与学生学习的关系。其中，数学丰富性是指课堂教学活动与数学内容的相关程度,以教学性解释中的学术词汇比例和教学性解释的概念水平为指标。 / 本研究数据源于项目"课程改革的成效──教师课堂教学实践变化"（Ni, Li, Cai, & Hau, 2009），选取使用新课程教材的17名小学数学教师及其1013名学生作为研究样本。教学性解释来源于这17个班级的51节课录像（每个班级3节课录像，教学内容为"分数运算"）。同时，也对学生的认知学业表现（计算、简单问题解决和复杂问题解决）和数学学习的情感表现（学习兴趣、课堂参与、数学观、交流素养）进行了两次测查。 / 研究一考察了教学性解释的结构特征。研究结果表明：小学数学课堂中教学性解释主要是教师进行引导，由学生来提供解释，教师的引导方式包括提问引导和回应性引导。就引导水平而言，教师将选择性引导、产品性引导、过程性引导和元过程引导这四种不同水平的引导方式相结合，其中高水平的引导方式（过程性引导和元过程引导）所占比例近四成，教师倾向于让学生表达观点和看法，提供解释，并且对自己的观点进行论述。 / 研究二考察了教学性解释的数学丰富性特征。研究结果表明：教学性解释的学术词汇比例和概念水平可以作为数学丰富性的两个有效指标。小学数学课堂中教学性解释的丰富性水平较高：绝大部分教学性解释是数学解释，并且原理性解释是比例最高的数学解释。 / 研究三考察了教学性解释的结构特征与丰富性特征与学生学习结果的关系。研究结果表明：教学性解释的丰富性对学生简单问题解决能力表现具有正向预测作用，但与学生计算能力表现呈负相关，同时，与学生复杂问题解决能力表现的关系更为复杂，受到学生原有的知识和技能水平的调节作用。教学性解释的丰富性与学生的数学兴趣、数学观和交流素养呈现负性相关。 / The main purpose of the present study was to investigate the mathematical richness and structural features of instructional explanation in 17 primary mathematics classrooms, and their relations to students’ cognitive and affective performance in learning mathematics. Mathematical richness in the present study refers to the extent to which classroom instruction is related to mathematics, or the extent of doing or talking mathematics in classroom instruction. The indicators of mathematical richness of instructional explanation included the ratio of academic words and conceptual level of instructional explanations. / The data source of the study was from the project "Has curriculum reform made a difference? Looking for change in classroom practice" (Ni, Li, Cai, & Hau, 2009). The current study selected 17 primary mathematics classrooms and the 1013 students from the database. 477 episodes of instructional explanation were identified from the 51 videotaped lessons of the classrooms (3 lessons for each class). The content of all 51 lessons was about division with fractions. The identified episodes of instructional explanation were analyzed in terms of the indicators of mathematical richness. The students’ achievement data included two times of assessment on three aspects of cognitive performance (calculation, simple problem solving, complex problem solving) and four aspects of their indicated attitude towards mathematics and learning mathematics (interest in learning mathematics, classroom participation, views of mathematics, literacy about mathematical communication). / Study One analyzed the structural features of instruction explanations in the 17 primary classrooms. The results indicated that teachers were used to guiding the students to provide explanations when constructing instructional explanation in the mathematics classrooms. Teachers’ elicitations consisted of questions and responsive elicitations. Four levels of elicitation were identified. They were choice elicitation, product elicitation, process elicitation and metaprocess elicitation. The higher levels of elicitations (process and metaprocess elicitation) accounted for a significant amount in the classrooms. The teachers tended to let students express their views, provide explanations and arguments of reasoning. / Study Two investigated the mathematical richness of instructional explanations. The results showed that the ratio of academic words and conceptual level of instructional explanations could be valid and useful indicators of mathematical richness. The mathematical richness of instructional explanation was high for the observed classrooms in terms of the two indicators. Majority of the instructional explanations were mathematical and involved mathematical concepts and principles. / Study Three examined whether the richness and structural features of instructional explanation were able to predict student learning outcomes in the cognitive and affective domain. The results indicated that the mathematical richness positively predicted students’ simple problem solving performance, but was negatively related to students’ computation performance. Furthermore, its relation to students’ complex problem solving performance was complicated, which was moderated by the students’ prior status in the knowledge and skills. Lastly, mathematical richness was negatively associated with students’ indicated interest in learning mathematics, view of mathematics and literacy about mathematical communication. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄒君. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 148-172). / Abstracts also in Chinese. / Zou Jun.

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The purposes of the study were threefold: (1) to assess whether the math program of a small, midwestern elementary school was meeting the district's established cognitive mathematics objectives, (2) to make recommendations for improvement of the existing mathematics program and (3) to provide a basis for the cognitive components of elementary mathematics program evaluation suitable for adoption by school corporations of a similar size.The study was designed to determine the following: Does the existing mathematics program currently conducted by a small, midwestern elementary school meet the stated program learning objectives as measured by the Metropolitan Achievement Test and the program's criterion-referenced tests?The review of literature considered pertinent for the study was reviewed and categorized as. follows: (1) history and overview of achievement assessments, (2) evaluation of mathematics achievement, (3) mathematics teaching today, and (4) mathematics program recommendations. The population for the study was defined as those students in kindergarten through grade six in a small, midwestern elementary school enrolling 506 students who had been administered the Metropolitan Achievement Test during the week of April 28, 1985.The assessment of the achievement of the cognitive mathematics objectives was dependent upon results of the mathematics subtest scores of the Metropolitan Achievement Test, Form JS, Survey Battery and the criterion-referenced tests of the U-SAIL Mathematics Program. Data obtained from the tests were analyzed, summarized and presented in a narrative report.Based upon the results of the study using the MAT the following conclusions have been drawn:1. At all grade levels, the mathematics program learning objectives as measured by the MAT are generally met, however, the proportion of the curriculum measured is not adequate for assessing achievement of the district's established mathematics cognitive objectives.2. The Metropolitan Achievement Test does not measure enough objectives to adequately assess achievement of the program's mathematics cognitive objectives.Based upon the results of the study using the U-SAIL criterion-referenced tests, the following conclusions have been drawn:1. At kindergarten, first and second grade levels, the objectives are adequately met. The program is effective.2. At third, fourth, fifth and sixth grade levels, the objectives are being inadequately met. The program is ineffective.68

No description available.

No description available.

This thesis attempts to apply McPeck's critique (one which contests the teaching of critical thinking by using lists of skills assumed to be generic; or applicable to all subjects) to Lipman's program, the "Philosophy for Children". / The hidden question is: "Can Lipman's program withstand McPeck's critique?" Is there anything that can be salvaged? Though McPeck's critique undermines Lipman's claims regarding the use of generic thinking skills as a means of educating a critical thinker, this thesis suggests that the skills that Lipman calls "generic" seem to exist. In addition it is suggested that what is needed is to find out what impedes their transference. / This thesis suggests that McPeck's reflections and critique should send us to prepetual inquiry which is the very heart of "Philosophy for Children" where Lipman's program should be viewed simply as a resting place out of which to jump on to better answers.

The emphasis in mathematics and science education on children actively constructing their own knowledge, collaborating with each other and in contexts that are technologically rich is resulting in new classroom dynamics. Often portrayed as a series of polite exchanges, this study aims to advance our understanding of the collaborative learning process. It does this by looking at a less frequently reported event, children's disagreements while learning science. Following a proposal for conceptually advancing the field the research questions addressed include: (a) Looking at the importance and nature of children's disagreements during a design and construction task using LEGO/Logo and (b) Using the proposed analytic framework to see what it tells us about the collaborative process during children's disagreements. The findings suggest that looking at a disagreement from a social and cognitive move perspective provides an effective framework for looking at the collaborative process. It revealed that disagreements can be a legitimate form of collaboration and elementary school children's disagreements, while on task, can be both extensive and constructive.

There is no abstract available for this dissertation.