The purposes of this study were to assess the effect of the initial and exiting attitudes toward mathematics and academic outcomes of students placed in the Developmental Mathematics Basic Arithmetic course at a community college in Maryland. Major research questions included were: (1) What is the difference, if any, between the pretest and posttest attitudes toward mathematics of students placed in Basic Arithmetic as measured by the Aiken Mathematics Attitude Survey? (2) What is the effect, if any, of the placement test for students enrolled in Basic Arithmetic on the final exam score, attitude pretest scores, and attitude change scores? (3) What is the difference between the achievers and nonachievers in Basic Arithmetic as measured by the Aiken Attitude Towards Mathematics Survey? (4) What is the difference between the achievers and nonachievers in Basic Arithmetic based on the demographic variables of age, gender, and ethnicity? The population consisted of 329 students placed in the developmental course DVM001 Basic Arithmetic. Data were collected by utilizing the Lewis R. Aiken Attitude Toward Mathematics Survey and the admissions and registration data. The analysis of variance and the Paired Samples Test were used to obtain the comparative and correlation analysis. Chi Square was utilized to determine the relationship between the final grade and the demographic variables. The results revealed: (a) No significant differences between the pretest and posttest attitudes toward mathematics; (b) The posttest shows a gain of 1.70 percent in the attitudes towards mathematics; (c) Attitude change based on gender showed a gain in the female score only; (d) Achievers and nonachievers have the same attitude towards mathematics; (e) There were statistically significant differences between the placement score and the final exam score, and (f) The demographic variables of age and gender were related to the final exam score. / Ed. D.

This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study. In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group. In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests. In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group. The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4). The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.</p>

The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers&rsquo / basic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructed by questioning problem solving approach while control group was instructed by traditional problem solving approach. The data were collected through Basic Mathematics Achievement Test, Mathematical Problem Solving Test, Motivated Strategies for Learning Questionnaire, Treatment Evaluation Form, interviews and observation checklists. The quantitative data was analyzed using multivariate analysis of covariance. The results revealed that questioning problem solving approach had a statistically significant effect on pre-service elementary school teachers&rsquo / basic mathematics achievement, problem solving performance, task value, and control of learning beliefs, metacognitive self-regulation and effort regulation. However, there was no statistically significant mean difference between the experimental and control group in terms of intrinsic and extrinsic goal orientation, self-efficacy for learning and performance, test anxiety, rehersal, elaboration, organisation, critical thinking, time and study environment management, peer learning and help seeking. In addition the interview results showed that questioning problem solving approach had developed pre-service teachers&rsquo / skills on Polya&rsquo / s problem solving phase which were devising a plan and looking back. The common opinions among the students about the qustioning problem solving approach that questioning problem solving approach improved their problem solving skills and they learned new ways of solution through class discussions. Moreover, they implied that they learned to think differently.

Made available in DSpace on 2018-06-27T19:13:43Z (GMT). No. of bitstreams: 3 Marcelo de Freitas Bortoli.pdf: 1855849 bytes, checksum: aae4e2652fdd6a0b6dcd531b73f396c2 (MD5) Marcelo de Freitas Bortoli.pdf.txt: 180359 bytes, checksum: 54e34afa21ecad8515685caddd47cf0a (MD5) Marcelo de Freitas Bortoli.pdf.jpg: 3655 bytes, checksum: 3be54c22b4fca70ec1c2251e57637c2f (MD5) Previous issue date: 2011-04-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to analyze the mistakes made by students of Higher Education courses in Administration, Accounting, Agricultural Engineering, Chemistry and Information Systems in a test solution on the discipline of Pre-Calculus, and use them to plan educational strategies which improve their learning in this subject, as well as in the subsequent mathematical subjects in each course. The work was developed with 31 university students of the Instituto Federal do Paraná (IFPR), campus Palmas. The literature review was based on books, articles, dissertations and theses on students' difficulties in solving problems, on algebra and its teaching and on the algebraic thinking. The research is qualitative in nature and were employed, as instruments, questionnaires, tests and notes from classroom observations. The questionnaire provided data on students, all freshmen in IFPR through external transfer or having a bachelor's degree. Categories of errors found in this research were compared with those that Movshovitz-Hadar and colleagues employed in research with high school students; it was possible to note that the technical and computational errors, as well as from algebraic manipulation and incorrect use of algorithms, show the greatest difficulties of students in solving questions. As a product, we elaborated a didactic sequence to help students overcome their difficulties on algebraic operations, particularly in reducing similar terms. / Esta pesquisa teve como objetivo geral analisar erros cometidos por alunos de Ensino Superior, de cursos de Administração, Ciências Contábeis, Engenharia Agronômica, Química e Sistemas de Informação, na resolução de testes da disciplina de Pré-Cálculo, e utilizá-los para planejar estratégias de ensino que propiciem uma melhoria de sua aprendizagem nessa disciplina, bem como nas subsequentes disciplinas matemáticas de cada curso. O trabalho desenvolveu-se com 31 estudantes de cursos superiores do Instituto Federal do Paraná (IFPR), campus Palmas. A revisão de literatura baseou-se em livros, artigos, dissertações e teses sobre dificuldades dos estudantes na resolução de problemas, sobre a Álgebra e seu ensino e sobre o pensamento algébrico. A pesquisa é de caráter qualitativo e nela empregaram-se, como instrumentos, questionários, testes e anotações de observações de sala de aula. O questionário socioeducacional forneceu dados sobre os alunos, todos ingressantes no IFPR por meio de processo de transferência externa ou por posse de diploma de graduação. Compararam-se as categorias de erros encontrados às que Movshovitz-Hadar e colaboradores empregaram em pesquisa com alunos de high school, sendo possível notar que os erros técnicos, computacionais, de manipulação algébrica e de uso incorreto de algoritmos, evidenciam as maiores dificuldades dos estudantes na resolução das questões. Como produto, elaborou-se uma sequência didática para auxiliar os estudantes a superarem suas dificuldades em operações algébricas, em especial na redução de termos semelhantes.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-22T12:20:23Z No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-26T13:24:20Z (GMT) No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) / Made available in DSpace on 2015-01-26T13:24:20Z (GMT). No. of bitstreams: 1 Dissertação - Gilmar José do Nascimento - 2014.pdf: 3342644 bytes, checksum: 6d59b125cab769363607e1d9dfce31f4 (MD5) Previous issue date: 2014-02-03 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This work aims to enable the understanding of physics conceptions utilizing basic foundations of mathematics. In this regard, the aim is to highlight both those the phenomena that occur in nature as the phenomena which occur in laboratory manipulations. A extensive research is made about mathematical concepts that will subsequently be applied to several types of problems, being possible understand fundamental aspects involving physical quantities. With the goal to experience the in practice applications, robotic prototypes using LEGO MINDSTORMS kits, simulating real situations of nature and confronting of the computations with classical theoretical results are built. / Este trabalho tem como objetivo principal possibilitar a compreensão de conceitos físicos utilizando fundamentos básicos de matemática. Neste sentido, pretende-se evidenciar tanto os fenômenos que ocorrem na natureza quanto os fenômenos que ocorrem em manipulações de laboratórios. No presente estudo, é possível perceber que a matemática é de fundamental importância no estudo dos fenômenos físicos. Um vasto estudo é feito acerca de conceitos matemáticos que, em seguida, serão aplicados à vários tipos de problemas, sendo possível compreender aspectos fundamentais envolvendo grandezas físicas. Com o objetivo de vivenciar as aplicações na prática, são construídos protótipos robóticos utilizando os kits LEGO MINDSTORMS, simulando situações reais da natureza e confrontando os cálculos com resultados teóricos clássicos.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T14:29:24Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Alberto Soares - 2014.pdf: 3067775 bytes, checksum: 5f48b927a38578815e19f420ff1f1cd9 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T14:35:13Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Alberto Soares - 2014.pdf: 3067775 bytes, checksum: 5f48b927a38578815e19f420ff1f1cd9 (MD5) / Made available in DSpace on 2015-01-27T14:35:16Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Carlos Alberto Soares - 2014.pdf: 3067775 bytes, checksum: 5f48b927a38578815e19f420ff1f1cd9 (MD5) Previous issue date: 2014-08-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to propose a different approach for teaching elementary functions in high school context, worrying about concepts understanding, definitions elementary functions characterizations. The didactic-pedagogic proposal presents a mathematical modeling from different regarding daily themes simulators from internet, which encourage students “to see”, hidden functions, and improve learning and teaching. In order to do math more interesting for student, it‟s necessary to experience the practical applications, simulating real nature situations and confronting results with theoretical calculations, to do sure those concepts and functions definitions have become a solid knowledge. / Este trabalho tem como objetivo principal propor uma abordagem diferenciada para o ensino das funções elementares no contexto do ensino médio, preocupando-se com a compreensão dos conceitos, definições e caracterizações das funções elementares. A proposta didático-pedagógica apresenta a modelagem matemática a partir de simuladores referentes a vários temas do cotidiano retirados da internet, o qual estimulam os alunos a “enxergarem” as funções escondidas, e melhorar o ensino aprendizagem. Com o intuito de tornar a matemática mais interessante para o aluno, faz se necessário vivenciar aplicações na prática, simulando situações reais da natureza e confrontando os cálculos com resultados teóricos, para se ter a certeza que os conceitos e definições das funções se tornaram um conhecimento sólido.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-16T18:00:48Z No. of bitstreams: 2 Dissertação - Wilder Francisco Soares Costa - 2014.pdf: 2068928 bytes, checksum: 053e3f6ebe769a97bc3032d2a3af31b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Na citação 0 nome do mestrado é Mestrado Profissional em Matemática em Rede Nacional. No final da citação coloque ponto final. on 2015-10-19T13:51:53Z (GMT) / Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-20T14:51:37Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Wilder Francisco Soares Costa - 2014.pdf: 2068928 bytes, checksum: 053e3f6ebe769a97bc3032d2a3af31b9 (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-20T15:15:33Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Wilder Francisco Soares Costa - 2014.pdf: 2068928 bytes, checksum: 053e3f6ebe769a97bc3032d2a3af31b9 (MD5) / Made available in DSpace on 2015-10-20T15:15:33Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Wilder Francisco Soares Costa - 2014.pdf: 2068928 bytes, checksum: 053e3f6ebe769a97bc3032d2a3af31b9 (MD5) Previous issue date: 2014-10-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Inventory control plays an important role in business because they help the financial structure and understanding of it. Due to this fact is of great value that high school students seize their definitions and applications as they are or will be included in the labor market. The purpose of this work was to unite the inventory control with stochastic process, which in this case was the Markov process, through mathematical modeling. To this end, a brief explanation of inventory control and stock was addressed, as stochastic processes and examples, arriving on the Markov Chain that was addressed in a very simple way geared more for matrix multiplication and how to get these matrices. Then took these theories and applied, through modeling, at a small supermarket in inventory control of tomato sauce using Markov chains, allowing a prediction of future orders with the supplier. The work is the result of the Professional Masters and was written with the intention that teachers and high school students can understand the resolutions of the examples presented. / O controle de estoque exerce um papel importante nas empresas, pois auxiliam na estrutura financeira e compreensão da mesma. Devido esse fato é de grande valor que estudantes do ensino médio apreendam suas definições e aplicações pois estão ou serão inseridos no mercado de trabalho. O proposito deste trabalho foi unir o controle de estoque com o processo estocástico, que nesse caso foi o processo Markoviano, através da modelagem matemática. Para tanto, uma breve explanação de controle de estoque e estoque foi abordada, bem como processos estocásticos e exemplificações, chegando nas Cadeias de Markov que foi abordada de uma forma bem simples voltada mais para multiplicação de matrizes e como chegar nessas matrizes. Depois pegou essas teorias e foi aplicada, através da modelagem, em um supermercado de pequeno porte no controle de estoque de molho de tomate usando as cadeias de Markov, possibilitando a previsão de pedidos futuros junto ao fornecedor. O trabalho é fruto do Mestrado Profissional e foi escrito com intenção de que docentes e estudantes do ensino médio possam compreender as resoluções dos exemplos apresentados.