Results 1 
9 of
9
Investigation of Effective Mathematics Teaching and Learning in Australian Schools
 Attitudes, Intentions and Participation. (LSAY Research Report No. 41). Camberwell
, 2004
"... This report has been prepared for the Australian Government Department of Education, Science and Training by ..."
Abstract

Cited by 6 (0 self)
 Add to MetaCart
(Show Context)
This report has been prepared for the Australian Government Department of Education, Science and Training by
Angles as Tool for Grasping Space: Teaching of Angles Based on Students ’ Experiences with Physical Activities and Body Movement
, 2007
"... Printed by Tromsprodukt AS The term physical activity and body movement is used to have as broad a perspective as possible upon the students ’ use of their own bodies. When a climber stands still in the middle of a climbing route, situations can occur where the observer claims that quite a lot of ph ..."
Abstract

Cited by 2 (1 self)
 Add to MetaCart
Printed by Tromsprodukt AS The term physical activity and body movement is used to have as broad a perspective as possible upon the students ’ use of their own bodies. When a climber stands still in the middle of a climbing route, situations can occur where the observer claims that quite a lot of physical activity goes on while there is no actual body movement. If a person stands on the ground and bends her or his arms, some observers will claim that no physical activity goes on; the person is just moving her or his arms. ii To Marius, Sigurd, Yngvar and Ragnar iii …geometry is grasping space. And since it is about the education of children, it is grasping that space in which the child lives, breathes and moves. The space that the child must learn to know, explore, conquer, in order to live, breathe and move better in it. (Freudenthal, 1973, p. 403) If the students experience the process of reinventing mathematics as expanding common sense, then they will experience no dichotomy between everyday life experience and mathematics. Both will be part of the same reality (Gravemeijer and Doorman, 1999, p. 127). iv ACKNOWLEDGEMENTS The work leading to this thesis has been carried out during the years 20032007 at the
Factors that Affect College Students ’ Attitudes toward Mathematics
"... Most people have heard the ageold saying, “attitude is the key to success”. Various quotes can be retrieved that subscribe to this philosophy. In education, research suggests that student attitudes toward a subject lead to academic success (Popham, 2005; Royster, Harris, & Schoeps, 1999). Gene ..."
Abstract

Cited by 1 (0 self)
 Add to MetaCart
(Show Context)
Most people have heard the ageold saying, “attitude is the key to success”. Various quotes can be retrieved that subscribe to this philosophy. In education, research suggests that student attitudes toward a subject lead to academic success (Popham, 2005; Royster, Harris, & Schoeps, 1999). Generally speaking, mathematics is a subject that is often disliked, begging researchers to investigate how mathematics attitude affects mathematics learning. Further, I believe that student attitudes and achievement hold some implications concerning the types of mathematics courses offered and which department ultimately provides them for the students. Business and engineering majors are required to complete at least one semester of calculus at most universities. Currently, mathematics departments offer mathematics classes focusing on applications in specific areas and majors, such as business and engineering. If every other department wants a mathematics course that focuses on specific applications for their degrees, they may start offering their own mathematics courses. This, of course, could be detrimental to mathematics departments. This study investigates college students ’ attitudes toward mathematics. While
Alberto Arenas
, 2007
"... Copyright All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ..."
Abstract
 Add to MetaCart
(Show Context)
Copyright All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code.
ETHICS OF TEACHER – RESEARCHERS i
"... The paper examines the integration of the researcher’s ethics with the teachers ’ ethics in the context of classroom TeachingResearch methodology. It is shown that the integration of the two principles treated as ethical imperatives of equal strength leads to a series of constraints upon the classr ..."
Abstract
 Add to MetaCart
(Show Context)
The paper examines the integration of the researcher’s ethics with the teachers ’ ethics in the context of classroom TeachingResearch methodology. It is shown that the integration of the two principles treated as ethical imperatives of equal strength leads to a series of constraints upon the classroom teachingexperiments as well as upon the acceptable research questions. Two component TeachingResearch questions are defined as better corresponding to the nature of Teaching Research, and are offered as the path of reconciliation between two separate kinds of knowledge: theoretical knowledge of researchers, and practical knowledge of practitioners.
THE EFFECT OF MATHMAGIC ON THE ALGEBRAIC KNOWLEDGE AND SKILLS OF LOWPERFORMING HIGH SCHOOL STUDENTS
"... Algebra is considered one of the most important areas of school mathematics. Despite its importance, students find it difficult to understand simple algebraic concepts such as variables, expressions, and equivalence. Although basic algebraic concepts are introduced at the elementary and middle schoo ..."
Abstract
 Add to MetaCart
(Show Context)
Algebra is considered one of the most important areas of school mathematics. Despite its importance, students find it difficult to understand simple algebraic concepts such as variables, expressions, and equivalence. Although basic algebraic concepts are introduced at the elementary and middle school levels, some high school students cannot understand algebra because they find it abstract and difficult. Based on the study of an algebra class of 23 high school freshman students, this paper claims that student understanding of basic algebraic knowledge and skills is enhanced when it is taught using mathmagic. It is suggested that the teaching of algebra should provide an opportunity for students to engage in mathmagic activities and connect them to the learning of variables, expressions, and equations. INTRODUCTION AND THEORETICAL FRAMEWORK Teachers, mathematics educators, and mathematicians consider algebra to be one of the most important areas of school mathematics. Despite the importance placed on algebra in school mathematics curricula, many students find it abstract and difficult to comprehend (Witzel, Mercer, & Miller, 2003). They cannot understand simple
Reduce Late Assignments through Classroom Presentations
, 2008
"... In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assign ..."
Abstract
 Add to MetaCart
In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.
professionalism of Mathematics teachers
"... Teachers with many years of experience often do not have the same enthusiasm as at the beginning of their career. My aims in this research were to study what influence Action Research has on Mathematics teachers’ revitalization and professionalism, and to study which strategies might bring teachers ..."
Abstract
 Add to MetaCart
(Show Context)
Teachers with many years of experience often do not have the same enthusiasm as at the beginning of their career. My aims in this research were to study what influence Action Research has on Mathematics teachers’ revitalization and professionalism, and to study which strategies might bring teachers to be involved in the processes of Action Research. For this last purpose I developed a Booklet though which teachers can be introduced to such a strategy. I worked with two Sicilian high school teachers in an intervention that took place in classes at 2nd and a 3rd grade (15 to 17 yrs.). I involved them individually in the processes of Action Research through two projects based on this strategy, using qualitative methodologies to collect my data. My role in this research was, to a certain extent, quite unusual since besides being a researcher, I was also supporter, advisor, and developer of the teaching and learning material. From the findings we can see that teachers involved in the processes of Action Research can indeed be revitalized, and several aspects of their professionalism can be influenced.
Developing Teachers as Researchers: A Collaborative Approach 1
"... This paper describes how one graduate student in a master's degree program for mathematics teachers moved from a state of confusion and anxiety to confidence in herself as a teacher researcher via a threeway collaboration among the teacher, her university professor, and her school supervisor. ..."
Abstract
 Add to MetaCart
(Show Context)
This paper describes how one graduate student in a master's degree program for mathematics teachers moved from a state of confusion and anxiety to confidence in herself as a teacher researcher via a threeway collaboration among the teacher, her university professor, and her school supervisor. The second semester of her yearlong Research in Education course was spent researching, analyzing, and interpreting data for her research project. The success of her project and her transformation to a classroom researcher was due to several factors within this collaboration. First, in the beginning, she was the "middle person " trying alone to negotiate a deal enabling her to satisfy course requirements and fulfill her responsibility as a teacher. Things became easier when she, the professor, and the supervisor communicated directly to clarify what she needed to do and how she could work this into her real work day, thus connecting the academic to the practical in a concrete way. Second, through the collaboration, she gained enough confidence to examine her own teaching and make it the object of her investigation, rather than