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Full-Text Articles in Education
Two Case Studies Examining How International Graduate Teaching Assistants Built Mathematical Literacy Knowledge Within The Affordances And Constraints Of A Calculus Instructional System, Patricia A. Rand
Legacy Theses & Dissertations (2009 - 2024)
As universities contend with high rates of student attrition from intended STEM majors, due to many students’ difficulty in passing entry-level mathematics courses, they must examine the systems they have in place and determine how best to support these students. Historically, graduate teaching assistants (GTAs) are assigned to introductory calculus classes, which serve as undergraduate-level gatekeeping courses. On one hand, this allows for additional instructors to assist mathematics faculty; however, many universities do not provide adequate training in pedagogy for their GTAs. Untrained GTAs may not have the requisite pedagogical content knowledge to teach and support struggling students. GTAs should …
Saudi Elementary Mathematics Teachers’ Knowledge For Teaching Fractions, Mona Khalifah A Aladil
Saudi Elementary Mathematics Teachers’ Knowledge For Teaching Fractions, Mona Khalifah A Aladil
Dissertations
Recent reform efforts in Saudi Arabia attend to mathematics instruction with a great deal of emphasis to improve Saudi mathematics education. Studies in different countries have confirmed that teachers’ mathematical knowledge for teaching plays an important role in mathematical quality of instruction and students’ achievement (e.g., Ball, 1990; Baumert et al., 2010; Hill, Rowan, & Ball, 2005). Yet few studies about mathematics teachers’ knowledge for teaching have been conducted in the Saudi context. This study investigates Saudi elementary mathematics teachers’ knowledge for teaching in the content strand of rational numbers with an emphasis on fractions, which is an important step …
Exceptional Mathematics Teachers: What The Learners Think, Brianna Louvier
Exceptional Mathematics Teachers: What The Learners Think, Brianna Louvier
Masters of Education in Teaching and Learning
The purpose of this study was to determine high school learners’ perceptions of what makes an exceptional mathematics teacher. The author was a pre-service teacher serving her clinical teaching internship in a high school mathematics classroom in which Precalculus, Pre-AP Precalculus, and AP Calculus were taught. For this study, data was collected through a student survey, one-on-one interviews, and focus group interviews with students. The data was analyzed using the constant comparative method. Four major themes emerged from the data, including the significance of a teacher’s attitude, the importance of a teacher’s desire to help and teach learners, whether or …
The Professional Development Of Beginning Teachers Of Primary Mathematics, Robert Leonard Sparrow
The Professional Development Of Beginning Teachers Of Primary Mathematics, Robert Leonard Sparrow
Theses: Doctorates and Masters
Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning …
Evaluating Action Research As A Model For School-Based Professional Development Of Secondary Mathematics Teachers In The Philippines, Florenda L. Gallos
Evaluating Action Research As A Model For School-Based Professional Development Of Secondary Mathematics Teachers In The Philippines, Florenda L. Gallos
Theses: Doctorates and Masters
This study documented a school-based professional development activity conducted in a secondary school in the Philippines where five secondary mathematics teachers and the head of the school participated in a program of action research. The effectiveness of action research as a form of professional development and the constraints in using this form of professional development in the Philippines were evaluated based on the changes on teachers in terms of pedagogical knowledge, practices and beliefs. Qualitative research techniques were used. The methodology included questionnaires, interviews, class observations and diaries. The results indicated that the involvement of the participants in the action …