The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.

Mathematics and science form an integral part people’s daily lives. South African people suddenly find themselves on a technological highway, where mathematical, scientific and creative thinking as well as problem solving skills take centre stage. However many people fear these, and believe that they are unable to tackle them. Mathematics and science educators therefore have need to have knowledge and understanding regarding 6 the foundation of the teaching of these subjects in the intermediate and senior phases at schools. This should enable them to contribute positively towards changing people’s perceptions about these subjects. Based on the above information I felt it imperative for me to investigate the impact of shortages of maths and science educators with special reference to the Buffalo City Area. Purpose of the study: 1 To determine whether schools are able to attract and retain qualified maths and science educators, 2 To identify the quantity of quality maths and science learners schools are able to produce for tertiary education, 3 To investigate the rate of turnover of maths and science educators, 4 To identify the number of maths and science learners who are willing to study maths and science at tertiary level and thereafter join the teaching fraternity.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-16T21:47:07Z No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) / Made available in DSpace on 2015-11-16T21:47:07Z (GMT). No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) Previous issue date: 2013-05-23 / This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (V?ZQUEZ, 2011) of professionalism (SACRIST?N, 1999). Accordingly, it?s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), N?voa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives. / O presente estudo discute a pr?xis docente consubstanciada no ?mbito da proposta pol?tico-pedag?gica de forma??o continuada do Programa GESTAR II de Matem?tica, implementado na Bahia, no per?odo de 2005 a 2012. Esse estudo ? de abordagem qualitativa e tem como objetivo geral analisar como a pr?xis docente ? compreendida no ?mbito da proposta pol?tico-pedag?gica do Programa GESTAR II de Matem?tica na Bahia. Tem como categorias de an?lises as ideias de pr?xis (V?ZQUEZ, 2011) e de profissionalidade (SACRIST?N, 1999). Nesse sentido, ? investigada a forma??o continuada do professor de Matem?tica a partir de uma an?lise cr?tica da ?arena? em que a pol?tica educacional ? produzida e como os princ?pios e preceitos por ela engendrados se fazem representados no modelo de forma??o proposto. Discute tamb?m as concep??es de forma??o continuada a partir das ideias de autores como Giroux (1997), Fusari (1997), N?voa (1995) e Pimenta (2009, 2011). Os instrumentos metodol?gicos utilizados foram a pesquisa documental, a pesquisa bibliogr?fica e o question?rio. Com base nesses instrumentos, foi realizado todo um cotejamento do observado nos acordos internacionais e nacionais de educa??o; nas diretrizes pol?ticas, pedag?gicas e curriculares de organismos multilaterais, do MEC e da Secretaria de Educa??o da Bahia; nos pressupostos pol?ticos, te?ricos e pedag?gicos que fundamentam o GESTAR II; na percep??o acerca da pr?xis docente de seis professores de Matem?tica do Programa GESTAR II, bem como nos autores que embasam o referencial te?rico desta pesquisa. Os dados coletados mostraram que a concep??o de pr?xis docente, via proposta pol?tico-pedag?gica de forma??o continuada de professores na Bahia, ainda encontra limites, tais quais: n?o tem conseguido formar uma acep??o verdadeira e significativa da pr?xis docente e n?o tem promovido significativas mudan?as estruturais e funcionais de trabalho voltadas para o desenvolvimento pessoal, profissional e social do professor. O estudo indica a necessidade de compreender que a atividade docente n?o ? exterior ?s condi??es psicol?gicas, culturais e sociais que os professores experienciam na din?mica social de suas vidas.

This study explores the feelings, perceptions and experiences of Mathematics educators as they use classroom management to improve Mathematics education in the sampled four secondary schools in the Gauteng province. The main research question was to understand the place and role of effective classroom management in the improvement of mathematics education. In answering this question, the researcher collected data through purposively and conveniently selected four schools in Gauteng province. The researcher engaged the Mathematics head of department and Mathematics educators of participating schools to conduct face-to-face semi-structured interviews with heads of departments, and focus group discussions with Mathematics educators. Data was also collected through limited observation of different administrative aspects in Mathematics classrooms. Data collected was thematically analysed. The data analysis resulted in four main themes emerging. Overall, it was identified that Mathematics educators are expected to perform multiple tasks which necessitate good classroom management skills thereby enhancing an improvement in the performance of learners. From the data obtained, analysed and discussed, the study established that good Mathematics teaching cannot be separated from effectively managing classes, and that effective classroom management is a necessity in Gauteng province. Several elements which enhance effective classroom management were found to be, possession of relevant and adequate resources in the form of material and physical or material, educator professional skills and characteristics, parental and school management support as well as positive learner participation. it was seen that educators were facing several challenges which interfere with their efforts to restore and maintain an organised teaching–learning environment. / Educational Management and Leadership / Ph. D. (Educational Management)

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.

This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large university in Texas enrolled in the final year of their educator preparatory program. This research shows that as a result of integrating hip-hop pedagogy in the mathematics methods course, teacher candidates had increased knowledge and more positive perceptions of hip-hop culture, and they demonstrated a greater willingness to integrate hip-hop pedagogy in their future classrooms.

The purpose of the study is to find answers to the following questions. 1. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward teaching those courses? 2. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward the MAA-NCTM recommendations? 3. Is there a significant correlation between the attitudes toward the MAA-NCTM recommendations and the attitudes toward teaching the college preparatory mathematics courses held by the mathematics instructors in each of the three groups? The data led to the conclusion that all three groups held the same favorable attitude toward teaching college preparatory mathematics courses. Also, there were no significant differences among the three groups' attitudes toward the MAA-NCTM recommendations. However, while no significant correlation was found for the high school instructors, there did exist a significant positive correlation between the two attitudes for each of the other two groups studied.

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This dissertation aims to understand the female Saudi mathematics teachers' formative assessment practices after coming back to in-person instruction and the impact of such practices on female student attitudes toward learning mathematics. The study was conducted in two middle schools located in the North and South districts of a large city in Saudi Arabia, using a sequential mixed study design methodology . The study's sample included 4 female mathematics teachers and 104 8th grade mathematics female students. For the qualitative research design, I conducted four interviews and used the NVivo program to thematically analyze my results. Additionally, I used AssessToday observational protocol to conduct 12 observations (three per teacher) and triangulated to analyze the data, including my filled notes, lessons audio recordings, and photos. For my quantitative design, I administered the Attitudes Towards Mathematics Inventory (ATMI) Scale to 104 8th-grade mathematics female students in a pre- and post-survey and I performed a confirmatory factor analysis (CFA) to assess the internal structure of my data. Overall, the study revealed that despite teachers' claims of practicing formative activities, their actual practices may not reflect it. The study confirmed the literature that using AssessToday is applicable regardless of the location, culture, language, and education system. The study contributes to short-cycle formative assessment literature by showing a positive and linear relationship (although not statistically significant) between teacher's use of formative assessment and students' attitudes toward learning mathematics.