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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 101 to 110 of 148 (0.008 seconds)| 101 |
TO TEACH COMBINATORICS, USING SELECTED PROBLEMSModan, Laurentiu 07 May 2012 (has links) (PDF)
In 1972, professor Grigore Moisil, the most famous Romanian academician for Mathematics, said about Combinatorics, that it is “an opportunity of a renewed gladness”, because “each problem in the domain asks for its solving, an expenditure without any economy of the human intelligence”. More, the research methods, used in Combinatorics, are different from a problem to the other! This is the explanation for the existence of my actual paper, in which I propose to teach Combinatorics, using selected problems. MS classification: 05A05, 97D50.
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Modelling Geometric Concepts Via Pop-Up EngineeringMohan-Ram, Vivekanand 07 May 2012 (has links) (PDF)
The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the
construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.
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Investigating Elementary Teachers’ Mathematical Knowledge for Teaching Geometry: The Case of Classification of QuadrilateralsNg, Dicky 07 May 2012 (has links) (PDF)
This paper examines the mathematical knowledge for teaching (MKT) in Indonesia, specifically in school geometry content. A translated and adapted version of the MKT measures developed by the Learning Mathematics for Teaching (LMT) project was administered to 210 Indonesian primary and junior high teachers. Psychometric analyses revealed that items related to classification of quadrilaterals were difficult for these teachers. Further interactions with teachers in a professional development setting confirmed that teachers held a set of exclusive definitions of quadrilaterals.
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Building leadership capacity in the development and sharing of mathematics learning resources, across disciplines, across universitiesPorter, Anne L. 09 May 2012 (has links) (PDF)
In this paper we examine an Australian project in which we seek to develop leadership capacity in staff and students throughout the country, such that they may contribute to and lead others to contribute to the development and sharing of learning support resources for mathematics and statistics across disciplines and universities. One of the tangible outputs is a set of video based learning support resources that can be embedded in subjects across
disciplines and shared across institutions. However the guiding aim is to develop leadership capacity, in its simplest form leading others to lead others to contribute to the project. Leadership may also be developed and exercised across different aspects of the project
whether it be mapping needs, drawing together disciplines groups, finding ways to recognise and reward those engaged in the process, developing resources and the associated skills, ensuring copyright adherence, creating learning designs for optimal use of resources,
evaluating the impact on student outcomes, peer review and the dissemination of findings.
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Visual Modeling of Integrated Constructs in Mathematics As the Base of Future Teacher CreativitySmirnov , Eugeny, Burukhin, Sergei, Smirnova, Irina 09 May 2012 (has links) (PDF)
Visual modeling concept of integrated constructs (essence) of mathematical objects in teacher training of humanistic area is presented as technology of education in problem solving. The main goal of innovative approach is student’s activity in mathematics on generating of concrete essence manifestations on concepts, methods, theorems, algorithms, procedures and so on. Such student’s activity should be:
· Success in an area of actual interests and person’s experience and reached by perception;
· Have high level of variability in visual modeling;
· Success in domain of reflection process stimulation.
Similar creative behavior of persons is typical for actors, dancing, and figure skating and so on.
Now we show that such technology will be fruitful for teacher training in mathematics for humanistic specialties.
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Virtual Manipulatives: Design-based Countermeasures to Selected Potential HazardsSpeer, William R. 09 May 2012 (has links) (PDF)
Virtual manipulatives are employed by both preservice and inservice teachers to enhance the instructional effectiveness of physical manipulatives and related tools by addressing limitations of access, cost, and adaptability. While research into the use of emerging technologies continues, there are several variables to consider when measuring the effects of virtual manipulative use. Research design, sampling characteristics, and the type of manipulative used may influence achievement. Variables that may influence the effectiveness
of virtual manipulatives include: previous experience with computers, grade level, mathematical topic, treatment length, student attitudes toward mathematics, and computer-to-student ratio.
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Elementary Mathematics from an Advanced Standpoint and Elementary Views on Advanced MathematicsWeiss-Pidstrygach, Ysette 22 May 2012 (has links) (PDF)
What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice.
Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.
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Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviourBarnes, Hayley 11 April 2012 (has links) (PDF)
In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional
behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards
a more reform-oriented approach.
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The Best of Both Worlds: Teaching Middle School and College MathematicsBrahier, Daniel J. 12 April 2012 (has links) (PDF)
As a full-time Professor of Mathematics Education, as well as a part-time eighth grade (13 and 14 year olds) mathematics teacher, I have the opportunity to experience the teaching profession from “both sides of the fence.” My university courses are enhanced by my work in the field, while my eighth graders’ learning is strengthened by educational principles studied at the university. In this paper (and
presentation), I will explain this partnership and the benefits to both audiences.
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An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows ProgramCooley, Laurel A. 12 April 2012 (has links) (PDF)
The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher
induction, school leadership, and school context that affect MTF retention.
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