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“The evidence base on numeracy interventions is patchy” (DfE, 2012, p. 6), and in the majority of studies the statistical analysis of data is not without its limitations (Dowker, 2009). The purpose of this study is therefore to add to this evidence base. A mixed methods explanatory sequential design was used to explore the efficacy of a Numicon-based intervention on the numeracy attainment and attitudes towards numeracy of children in Year 3 experiencing mathematical difficulties. Phase 1 implemented a pre-test post-test quasi-experimental design to explore the impact of a Numicon-based intervention across four primary schools. Twenty-five children aged 7 to 8, working at Levels 1C to 2B in numeracy, were allocated to the experimental condition (n = 15) and waiting list control (WLC) condition (n = 10). Interventions were delivered during the autumn term to children in the experimental condition by trained staff within school. The duration and content of sessions varied depending upon the needs of the children. The WLC condition received the intervention during the spring term. The Sandwell Early Numeracy Test- Revised (SENT-R) was administered to investigate the impact of the intervention on numeracy attainment. At post-testing, no statistical significance was found between the experimental and WLC conditions. The null hypothesis was therefore accepted. The ‘Maths and Me Survey’ was used to measure children’s attitudes towards numeracy. Again, at post-testing, no statistical significance was found between conditions, and so the null hypothesis was accepted. During phase 2 of the study, interviews were conducted to obtain the facilitators perceptions of the intervention. Using thematic analysis, two overarching themes were identified: ‘outcomes of the intervention’ which focussed on affective factors and children’s knowledge and understanding; and ‘factors and underpinning mechanisms’, which considered the importance of a whole school ethos, the role of parents, features of Numicon, practicalities of implementing an intervention and theoretical underpinnings. The findings of the current study are considered in light of previous research, as are the implications for Educational Psychologists and other professionals. Methodological issues that arose during the study are also discussed. Areas of future research are considered, focussing on the need for more research into the efficacy of Numicon-based interventions and on the development of attitudes towards numeracy.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 273-280). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 273-280). Also available on the Internet.

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 200-213).

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 143-144).

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 143-144). Also available in print.

The 2007 revised mathematics curriculum in Ghana introduced many changes to the way mathematics should be taught and learned. However, before this research started in 2010, very little was known about how this subject is taught and learned. This study aims to investigate mathematics teachers’ teaching practices and students’ learning experiences in junior high schools (12-14 years) using a mixed methods design. The study’s conceptual framework is informed by two different, but interrelated theories: behaviourism and constructivism. Participants in the study were 24 mathematics teachers and 358 students from 12 schools. Semistructured questionnaires were used to collect quantitative data about participants’ perceptions, and classroom observations and interviews were used to collect qualitative data about actual classroom practices. The quantitative data was analysed using SPSS, STATSDIRECT and ORIGIN software and the qualitative data assessed using a thematic analysis approach. The key findings include: teachers and students espoused the belief that their teaching and learning practices are consistent with the principles and guidelines of the new mathematics curriculum. Teachers perceived teaching practices were complex as they contain both behaviourist and constructivist beliefs; however, their actual teaching practices were didactic. It also emerged that both teachers and students try to avoid making mistakes, despite the importance of correcting students’ misconceptions when promoting effective teaching and learning. The fact that peer influence is a key factor that shapes students’ learning was an important theme that emerged from the interview and the classroom observations. Students were only willing to participate in class discussions if they knew the correct answer, as they would be ridiculed by their peers for giving a wrong answer. The movement towards a more constructivist approach to teaching and learning, which is the prime objective of the new mathematics curriculum, occurred at a slower pace. Thus, a conceptual model for the teaching and learning of mathematics which advocates collaboration and partnership between teachers and students in the classroom is offered.

Esta tese possui como tema a ética e a diferença na invenção de uma docência matemática em meio à vida, em uma perspectiva pós-estruturalista. Aproxima-se das contribuições teóricas de Deleuze, Foucault e autores afins para pensar a diferença a partir da repetição da escrita de si, tomada enquanto processo inventivo de uma docência. Durante os percursos da pesquisa, utiliza-se dos conceitos de univocidade em Deleuze para tratar da diferença e da ética em Foucault para desestabilizar prescrições das verdades das ciências da educação sobre a docência em matemática. Toma-se uma criação textual de autoria própria - o Vidário de Pendurela - composto por fragmentos escritos de uma docência em meio à vida, que se tornou corpo e produziu matéria de investigação para esta tese, a fim de realizar uma experimentação filosófica pela reescrita de si. O procedimento de pesquisa se deu de modo “amaneirado”, através de um movimento filosófico, uma experimentação de pensamento para pensar a singularidade produzida na escrita e na docência, que consistiu em reescritas de si a partir dos movimentos de recolhimento, colagem, raspagem e criação, ao repetir os escritos de Pendurela, em outro estilo de escrita, diferindo sentidos. Dessa maneira, mostrou-se a invenção de uma docência, utilizando os conceitos de devir, vontade de potência e univocidade para problematizar essa invenção pela reescrita. Ao colocar em funcionamento essa maneira de pesquisar, entendido como repetição da escrita de si, toma-se o mesmo como uma experimentação filosófica para pensar a singularidade produzida na escrita e na docência. / This thesis has as its theme the ethics and the difference in the invention of a mathematical teaching in midst of life, in a poststructuralist perspective. It draws on the theoretical contributions of Deleuze, Foucault and related authors to think about the difference from the repetition of self-writing, taken as an inventive process of teaching. During the course of the research, the concepts of univocity in Deleuze are used to deal with the difference and the ethics in Foucault to destabilize prescriptions of truths of education sciences about teaching mathematics. A textual creation of its own authorship – the Vidário de Pendurela - is taken composed of written fragments of a teaching in the midst of life, which became a structure and produced research material for this thesis in order to conduct a philosophical experimentation by self-rewriting. The research procedure happened in a “certain manner” through a philosophical movement, an experimentation of thinking about the singularity produced in writing and teaching. It consisted of self rewritings from the movements of recollection, collage, scraping and creation, repeating the writings of Pendurela, in another style of writing, differing senses. Thus, the invention of a teaching action is presented, using the concepts of becoming, willpower and univocity to problematize this invention by the rewriting. By putting this manner of searching into practice, recognized as repetition of self-writing, it is possible to understand this process as a philosophical experimentation to think the singularity produced in writing and teaching.