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A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science StudyWilson, Courtney 01 January 2014 (has links)
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
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The Effects of Instruction on the Algebra Self-Efficacies of Prospective Middle Grades TeachersNoblitt, Bethany Anne January 2006 (has links)
No description available.
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AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRYEli, Jennifer Ann 01 January 2009 (has links)
With the implementation of No Child Left Behind legislation and a push for reform curricula, prospective teachers must be prepared to facilitate learning at a conceptual level. To address these concerns, an exploratory mixed methods investigation of twenty-eight prospective middle grades teachers’ mathematics knowledge for teaching geometry and mathematical connection-making was conducted at a large public southeastern university. Participants completed a diagnostic assessment in mathematics with a focus on geometry and measurement (CRMSTD, 2007), a mathematical connections evaluation, and a card sort activity. Mixed methods data analysis revealed prospective middle grades teachers’ mathematics knowledge for teaching geometry was underdeveloped and the mathematical connections made by prospective middle grades teachers were more procedural than conceptual in nature.
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