Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 132-135).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 240-243).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 5, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Cheryl Hawker, Cynthia W. Langrall. Includes bibliographical references (leaves 142-158) and abstract. Also available in print.

Thesis (M.S.)--Ohio University, November, 2005. / Title from PDF t.p. Includes bibliographical references (p. 48-59)

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 24, 2006. Dissertation Committee: Albert D. Otto (chair), Barbara S. Heyl, Cheryl A. Lubinski, Nancy K. Mack, Jane O. Swafford, Carol A. Thornton. Includes bibliographical references (leaves 188-198) and abstract. Also available in print.

Philosophiae Doctor - PhD / This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical. / South Africa

A confirmatory approach based on a multidimensional model (Douglas, Roussos, & Stout, 1996; Shealy & Stout, 1993; Stout & Roussos, 1995) was used to identify sources of differential item functioning (DIF) and differential bundle functioning (DBF) for boys and girls on the British Columbia Principles of Mathematics Exam for grade 12 (PME12). Data consisted of a total of 9404 examinees; 4335 girls and 5069 boys. There were 45 multiple choice items in the exam. Analyses were completed in two stages. In stage 1, patterns present in the gender DIF research in mathematics were identified. Stage 2 was the statistical confirmation of these patterns. Sources of gender DIF were confirmed for the content areas: polynomial, quadratic relations, logarithms and exponents. Items tapping higher cognitive levels dealing with patterns and relation, word problems, and items containing visuals were also confirmed as a source of DIF. Exploratory analyses indicated that computation items for which no equations are provided may be a source of DIF along with trigonometry items. This study contributes to an increased understanding of sources of gender DIF that may assist test developers to ensure that mathematics items measure the construct that they are intended to measure and that the test as a whole measures that which it purports to measure. The findings of this research provide an additional source of information about the differential performance of boys and girls that may be used to develop guidelines and test construction principles for reducing gender DIF in mathematics. This research also contributes to a greater understanding of gender differences in mathematics learning and achievement. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study seeks to determine the nature of the intellectual demands of the Higher Grade course in Mathematics with a view to early, more accurate prediction of individual pupil success in this course. The need for such early prediction is clearly indicated by the interest shown on the part of parents and pupils alike during the Standard Seven year where the realisation exists that Matriculation Mathematics is a subject sometimes found to be "overwhelmingly difficult". The "drop out" figure from the Higher Grade course to the Standard Grade course in most schools further demonstrates the need for more careful selection at the Standard Seven level. Both old (1973) and new (1984) syllabuses are analysed to determine the nature of the content and the intellectual level at which this should be taught. In addition, a series of past Cape Senior Certificate examination papers are investigated to reveal information about the nature and level of examining. Mental processes involved in the examination items are classified and the general composition of the examination papers is discussed. A test device suitable for Standard Seven pupils is developed on the basis of the composition of the Higher Grade Matriculation examination papers analysed. The object of this test is to provide that early indication to pupils of their ability to cope with the level of mental process required by the Higher Grade course in Mathematics. The investigation describes the construction, administration and further development of the test device and, furthermore, seeks to show its predictive validity for the Matriculation examination in Mathematics by comparing test results with successive school examination results over a three year period. The possibility of sex differences in Mathematics achievement and prediction are also investigated on the basis of the results obtained during the course of this experiment. General conclusions are drawn, the difficulties encountered are discussed and some suggestions for further research are offered.

Submittedto the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts in Clinical Psychology in the Department of Psychology at the University of Zululand, South Africa, 1993. / In this study difficulties relating to mathematics problem solving were linked to the way people see themselves as problem solvers. Following this line of reasoning, Mathematics anxiety is viewed as a product of the student's distorted perception of his/her ability to do mathematics. It was further argued that negative beliefs about oneself were at the root of poor performance in mathematics problem solving. A cognitive restructuring method designed to change such distorted perceptions, and a subsequent change of behaviour was explored. On the basis of the promising results of this study, a recommendation is made that students with mathematics anxiety should be identified early and advised to seek psychological help before they lose hope completely.

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