Thesis (Ed. S.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 11, 2010). Thesis advisor: Vena M. Long. Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 11, 2009). Includes bibliographical references (p. 51-56).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 250-263). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 250-263). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 141-150).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 141-150). Also available in print.

A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity. / The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.

The aim of this field study was to investigate the relationship between visual information processing skills of Australian Capital Territory Year 1 1 and 12 T mathematics students and their capabilities in interpreting information presented in graphical form. A random sample of 37 T mathematics classes, comprising 621 Year 11 and 12 students were tested for their ability to interpret graphical information presented in two contexts. The first entailed the context provided by standard mathematics questions as seen in recent Australian mathematics student texts; the second context required students to transfer their visual information processing skills to situations unfamiliar to them, but requiring similar interpretive skills to the first context.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Includes bibliographical references.