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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 91 to 95 of 95 (0.033 seconds)| 91 |
Elementary Logic as a Tool in Proving Mathematical StatementsMay, Bruce Matthew January 2008 (has links)
>Magister Scientiae - MSc / An analysis of South African school mathematics results indicates that one of the problem areas in the mathematical performance of learners is proof and proving. In an endeavour to improve the mathematical proving ability of first year students at UWC, the MAM 112 class (a first year elective mathematics course) was taught a course in elementary logic. In the initial part of the study, logic puzzles were utilized as a tool to teach students to make logical connections between and from mathematical statements using the rules of inference. Subsequently research was done to determine if knowledge and understanding of logic would translate into improved proving abilities of students. To put proof and proving into perspective the origins and functions of proof was explicated and proving in South African schools was investigated. Consequently reasons are advanced for the dismal high school mathematics results in terms of proof and possible solutions are discussed.
Recent discoveries of neuroscience are utilized to delineate the brain structures and cognitive processes involved in learning so as to gain a better understanding of the learning of mathematics. The findings of neuroscience, cognitive psychology and educational psychology are employed to elucidate the influence of emotion, confidence, experience and practice on the learning of mathematics in order to determine
which factors can be applied to improve the proving abilities of students. The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from statements. The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical statements by students.
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Relationships of Home, Student, School, and Classroom Variables with Mathematics AchievementMiller, Roslyn B 09 December 2016 (has links)
This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism. A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables. In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism. This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.
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Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA resultsMalaty, George 07 May 2012 (has links) (PDF)
Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO.
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Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA resultsMalaty, George 07 May 2012 (has links)
Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO.
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An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement / An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade nine class, with special attention to learners' attitudes and engagementDavid, Joanne Munro 11 1900 (has links)
Mathematics Education / M. Ed. (Mathematics Education)
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