Thesis (M.A.)--Brigham Young University. Dept. of Mathematics Education, 2005. / Includes bibliographical references (p. 107-110).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 119-125).

<p> The purpose of this empirical-phenomenological study was to reveal the lived experiences of monolingual Southeast Texas intermediate mathematics teachers who instruct ELL students. The study addressed a lack of knowledge about ELL mathematics instruction by monolingual teachers. The first theme pertained to complex mathematical word problems that represent linguistic challenges leading to student text anxiety. The second theme encompassed the linguistic assumptions by teaching staff that include assumptions about the language of mathematics and assumptions about ELL language acquisition. The third theme stemmed from the expressed demographic changes involving ELL students in the mathematics classroom that included changes in classroom climate. The fourth theme revolved around the challenges the teachers identified regarding communication with parents of ELL students. The fifth theme pertained to the high pressure that teachers expressed from administration and the general community to improve strategies for ELL mathematics instruction and testing. The sixth theme reflected teachers' interests in better professional development programs for ELL mathematics instruction. The seventh theme emerged from teachers' expressions about instructional strategies, with focus on key words in mathematics and the breakdown of complex mathematical word problems. Recommendations for leadership and suggestions for future research stemmed from these findings. </p>

<p> This study defines and analyzes the successful leadership practice of a principal of an urban K-8 school serving English Language Learners in the western United States during the 2012-2013 academic year. Focusing on the self-identified leadership practice of a school leader evidenced to positively affect student learning, this study seeks to extend knowledge about what principals actually do to within the context of their schools to improve academic achievement for students. A definition of an applied leadership practice is constructed based on a review of relevant literature and evidence gathered in this study. The successful principal was measured via the VAL-ED Assessment in Education in order to validate the strongest components and processes of that leader's leadership practice. Then, two principal interviews were conducted and coded to show alignments of the described leadership practices with two evidenced based frameworks; the VAL-ED Matrix and the Essential Supports and Indicators Framework. The first interview detailed the principal's leadership practice as they conceived it and experienced it. The second interview was a narrative reflection of how critical work and life incidents were perceived to have shaped the principal's leadership practices, and why these leadership practices emerged and flourished within their particular school and community context. Findings from other schools involved in this research were investigated to ascertain which Essential Supports and Indicators specifically connected to success or failure in mathematics are found in other schools conducting this research. The results of this research provide a more complete description of a successful leadership practice as it exists in practice in the described context.</p>

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 102-112).

<p> Many math students, both EL and non-EL, struggle to reach the level of proficiency on California state tests which is required since the passage of NCLB in 2002 (California Department of Education, 2012). In California only 34% of students scored at the level of proficiency or above in 2011 (National Assessment for Educational Progress, 2012). The purpose of this quasi-experimental quantitative study was to determine the degree of achievement, similarities, and differences in learning fourth-grade math for ELs and non-ELs when sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction in a southern California school district. The instructional method of using sentence frames with all students, non-ELs and ELs, may assist all students to become successful and reach the level of proficiency in fourth-grade mathematics. A group of approximately 23 teachers with approximately 30 students each for a total of 700 fourth-grade math students, will teach two lessons, one lesson that primarily uses sentence frames as the method of instruction and one lesson that does not use sentence frames in the method of instruction. Pre and post tests for each lesson was taken and data was analyzed to identify patterns, similarities, differences, and diverging themes associated when the use of sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction with ELs and non-ELs.</p><p>

No description available.

This study focused on the teacher interpersonal behaviour in the teaching of Mathematics, compared to English. It investigated: differences between student perceptions of their Mathematics and English teachers' interaction styles using the actual and ideal QTI; investigate associations between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour; investigate whether any factors exist that contribute to students' perceptions of teachers' interpersonal behaviour, determine what the typical Mathematics and English teacher in Singapore is like; and what makes an effective teacher from students' and teachers' viewpoints. The QTI, together with the Attitude to Mathematics and Attitude to English, was administered to 913 students and 37 mathematics and English teachers from an independent school in Singapore. Student and teacher interviews were conducted to further substantiate the quantitative results. Both QTI and attitudinal scales were found to be valid and reliable instruments with alpha coefficients ranging from 0.69 to 0.92. In terms of leadership, helping/friendly, understanding and student responsibility, teacher behaviour as perceived by students, fell short of the ideal. Positive associations were found between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour. Teacher experience and students' grade level were factors that contributed to students' perceptions of teachers' interpersonal behaviour. The typical Singaporean Mathematics teacher is that of the directive and authoritative type and the English teacher is the tolerant-authoritative type. Finally, an effective teacher is one who, besides having the positive qualities of good leadership, helping/friendly, understanding, has a good sense of humour and a passion to make a difference.

No description available.

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools / Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor. / <p>Matematik</p>