Science and Mathematics Education Commons^™

Characterizing And Supporting Change In Algebra Students' Representational Fluency In A Cas/Paper-And-Pencil Environment, Nicole L. Fonger

Dissertations

Representational fluency (RF) includes an ability to interpret, create, move within and among, and connect tool-based representations of mathematical objects. Taken as an indicator of conceptual understanding, there is a need to better support school algebra students’ RF in learning environments that utilize both computer algebra systems (CAS) and paper-and-pencil. The purpose of this research was to: (a) characterize change in ninth-grade algebra students’ RF in solving problems involving linear equations, and (b) determine conditions of a CAS and paper-and-pencil learning environment in which those students changed their RF.

Change in RF was measured by comparing results from initial to …

Une Histoire De La Formation Mathématique En France: Les Réformes Et Les Philosophies De L’Enseignement Primaire Et Secondaire De 1420 Jusqu'À Aujourd’Hui, Rebecca Robinson

Honors Theses

France has produced many illustrious mathematicians who have profoundly impacted mathematics as they are today. While Descartes, Cauchy, and Borel (among others) viewed math as a lifelong pursuit, they began their education in an elementary school classroom with everybody else. In this study, I explore mathematical reforms and governmental documents throughout history to show how the education system has grown to emphasize a strong mathematical curriculum for all students and have consulted many philosophical articles on both the importance of math in a student’s education as well as different views on the manner in which mathematics should be taught to …

Team-Teaching Experiences Of A Mathematician And A Mathematics Teacher Educator: An Interpretative Phenomenological Case Study, Sarah K. Bleiler

USF Tampa Graduate Theses and Dissertations

In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics teacher educator as they engaged in a team-teaching collaboration within the context of prospective secondary mathematics teacher preparation. …