Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Samuel Miller; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 133-141).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1991. / Also available in print.

This study examined the effects of the (Singapore) Model Method on elementary pre-service teachers' understanding fractions and attitudes toward teaching and learning mathematics. In particular, this study focused on fraction operation concepts in solving word problems. The study involved thirty-four elementary pre-service teachers enrolled in two sections of mathematics content and methods courses in the Teacher Education Program in a Midwestern public university. This study used quantitative data from an experimental design using an instructional intervention (Model Method). The instruments for data collection included a demographic questionnaire, mathematics attitude survey, fraction computation test, and fraction word problem test. To attain additional information for the instructional intervention and to verify the findings of the quantitative data, open- ended interviews were conducted. Quantitative data were analyzed using descriptive and inferential statistical methods, including MANOVA, ANCOVA and correlation analysis. The treatment group received six intensive lessons to learn fraction operation from word problems with a focus on the Model Method while the control group had traditional lessons with the same topics and materials. The findings show that using the Model Method in teaching fraction operation concepts helps the pre-service teachers to improve their conceptual understanding in solving word problems. After the Model Method instruction, an attitude survey and interviews were used and indicated that the experimental group had more positive attitudes and increased confidence and liking toward teaching and learning mathematics than the control group. Furthermore, the correlation analysis shows that the correlation between the pre-service teachers' fraction knowledge in solving word problems and computational problems was strong. This result indicates that higher conceptual knowledge can predict a higher level of procedural knowledge in fraction operations. The findings suggest that the Model Method is an effective teaching method to enhance students' fractional knowledge in learning problem-solving.

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 purpose of this study is to construct a valid and reliable mathematics related beliefs scale for determining preservice elementary mathematics teachers&rsquo / mathematics related beliefs in Turkey and investigating the impact of the gender and year level on the preservice mathematics teachers&rsquo / mathematics related beliefs. For the first purpose, the &ldquo / Mathematics Related Belief Scale (MRBS)&rdquo / was developed based on the combination of the belief frameworks in the literature. Data were collected from ten different universities from Ankara, Balikesir, Burdur, Bolu, Gaziantep, Izmir, Van, and Samsun in the spring semester of 2009-2010 academic year. A total of 584 third and fourth year preservice mathematics teachers participated in this study. Data were analyzed by descriptive and inferential statistics. The results showed that MRBS was a valid and reliable scale which measured Turkish preservice teachers&rsquo / mathematics related beliefs. MRBS had two components &ldquo / constructivist beliefs&rdquo / and &ldquo / traditional beliefs&rdquo / of mathematics and teaching mathematics. There was a significant effect of gender on preservice teachers&rsquo / mathematics related beliefs. No significant difference in preservice teachers&rsquo / mathematics related beliefs was detected in terms of year level in the teacher education program. The MRBS could be used for investigating preservice teachers&rsquo / mathematics related beliefs in order to determine effective teacher education program experiences.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo / content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo / understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants&#039 / knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo / content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo / CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo / understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-06T19:03:09Z No. of bitstreams: 2 Carla_Tambarussi2015.pdf: 1912605 bytes, checksum: 069d72d10d460d39983698ccd510e489 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-06T19:03:09Z (GMT). No. of bitstreams: 2 Carla_Tambarussi2015.pdf: 1912605 bytes, checksum: 069d72d10d460d39983698ccd510e489 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná (FA) / The research related to the teachers education Modeling is relatively recent in the context of research in Mathematical Modeling, with the first investigation carried out in 2001, as revealed a work developed by us. In addition, this work has shown the absence of dissertations and theses that have dedicated themselves to study the later time the involvement of teachers in continuing teachers education activity. Thus, intentionally directed to the phenomenon: Mathematical Modeling continuing teachers education, established the following research question: What is revealed about Mathematical Modeling teachers education from teachers graduates of the PDE, that addressed the Modeling in your projects implementation? The assumed research methodology is qualitative according to the phenomenological approach, which seeks to show the phenomenon as it turns out, without theoretical frameworks previously established. In this research attitude, the question leads all research, so we seek teachers who participated in the PDE and developed the implementation project under the theme of Mathematical Modeling. From this search, ten teachers have proved capable of being investigated, of wich two teachers no longer worked in the classroom. The eight other teachers are collect the testimonials and observe, when allowed, their classes. With the data in hand, we analyze the process that took place with the help of Atlas t.i. software. This process was conducted by the research question and aimed to detach the units of meaning that emerged from reports (which were transcribed) and the observations of classes. After the analyzing we spent interpreting process, which was conducted hermeneutically. For each teacher conducted an interpretation, which revealed aspects related to PDE; the teachers Modeling conception; the teachers education conception; the teaching practice; students and Modeling; the curriculum; the implementation project and what was shown about the Modeling teachers education of the teachers who participated in the PDE and implemented this trend in their projects. Besides presenting interpretations individually, in the last chapter we seek to articulate the categories that emerged from the data of each teacher made explicit and other aspects about the teachers education Modeling. Among these aspects, it was revealed that teachers education Modeling of the teachers who have implemented their trend in the projects proved fragile and had no effective contributions to the work in the classroom. In addition, there is the superficiality with which the Modeling was discussed during the PDE, and the timeliness of this program in terms, for example, the courses offered and the orientation process. Thus, reveals that one of the modeling community needs to propose differing Modeling teachers, from those already established, that is, focusing on traditional aspects, which are based on the discussion of texts and do not provide a teachers education that is, in fact, continued. / A pesquisa relacionada à formação de professores em Modelagem é algo relativamente recente no âmbito da pesquisa em Modelagem Matemática, com a primeira investigação, em nível de mestrado e doutorado, sendo do ano de 2001, conforme revelou um trabalho por nós desenvolvido. Além disso, esse trabalho nos mostrou a ausência de dissertações e teses que se dedicaram ao estudo do momento posterior à participação dos professores em uma atividade de formação continuada. Assim, dirigidos intencionalmente ao fenômeno: formação continuada de professores em Modelagem Matemática, estabelecemos a seguinte interrogação de pesquisa: O que se revela sobre a formação de professores em Modelagem Matemática a partir de professores egressos do PDE, que abordaram a Modelagem em seus projetos de implementação? A metodologia de investigação assumida é qualitativa segundo o enfoque fenomenológico, que busca mostrar o fenômeno como ele se mostra, sem quadros teóricos estabelecidos previamente. Nessa atitude de pesquisa, a interrogação conduz toda a investigação, assim buscamos os professores que participaram do PDE e que desenvolveram o seu trabalho sob a temática da Modelagem Matemática. A partir dessa busca, dez professores se mostraram passíveis de serem investigados, dos quais dois não atuavam mais em sala de aula. Dois oito professores restantes recolhemos os depoimentos e observamos, quando permitido, as suas aulas. Com os dados em mãos, passamos ao processo de análise que se deu com o auxílio do software Atlas t.i. Tal processo foi conduzido pela interrogação de pesquisa e visava destacar as unidades de significado que emergiram dos depoimentos (que foram transcritos) e das observações das aulas. Após a análise passamos ao processo de interpretação, o qual foi conduzido hermeneuticamente. Para cada professor realizamos uma interpretação, que revelaram aspectos relacionados ao PDE; à concepção de Modelagem dos professores; à concepção de formação; à prática docente; aos alunos e da Modelagem; ao currículo; ao projeto de implementação e aquilo que se mostrou acerca da formação de professores em Modelagem dos professores que participaram do PDE e implementaram essa tendência em seus projetos. Além de apresentarmos as interpretações individualmente, no último capítulo buscamos articular as categorias que emergiram dos dados de cada professor e explicitamos outros aspectos acerca da formação em Modelagem. Dentre esses aspectos, revelou-se que a formação em Modelagem dos professores que a implementaram nos projetos do PDE se mostrou frágil e não teve contribuições efetivas para a atuação em sala de aula. Além disso, destaca-se a superficialidade com que a Modelagem foi abordada durante o Programa de Desenvolvimento Educacional, bem como a pontualidade desse programa no que tange, por exemplo, aos cursos ofertados e ao processo de orientação. Assim, desvela-se que uma das necessidades da comunidade de Modelagem é a proposição de formações em Modelagem que se diferenciem daquelas já consolidadas, ou seja, centradas em aspectos tradicionais, que se pautam na discussão de textos e não proporcionam uma formação que seja, de fato, continuada.