Recent M. A. Grads Arizona Teacher Initiative. This section gives information about all students who completed Master's degrees in Middle School Mathematics Teaching Leadership. May 2013. Aguirre, Lydia. Thesis title Can the Teacher Affect Internal Student Motivation? Brady, Lawrence. Thesis title Nspired in the. The Masters degree (formerly a major) in mathematical didactics at Agder University College began in 1994, and is unique in its kind in Norway. The degree is relevant for students of teacher education wishing for a solid background in mathematics. Mathematical didactics can shortly be described as the process of learning, teaching and how we learn and understand mathematics, and they look at how the material can be more aptly chosen and adapted- all the way from preschool to university. Mathematical didactics also tie in math with different academic areas, such as psychology and pedagogies, history and anthropology, and tests this to what is done in the schools. As an academic discipline mathematical didactics is considered to be young, however it have an expansive and vital research and scientific base. The field is overflowing with research, publications, rapports etc., on peoples`cognitive skills, how we communicate, how to teach math and so on. What does a master`s degree in mathematical didactics consist of? If you hold a bachelors degree the masters will consist of 60 ECTS of obligatory subjects and a two semester master thesis. For students with a teacher`s degree the masters will consist of 90 ECTS of obligatory subjects and a one semester master thesis.
Candidates in the Math for Teaching program work on a wide range of thesis projects. Some might design classroom studies, analyzing various teaching approaches, others might create an educational website, create a curriculum for a new course, or provide a novel analysis of a math education topic. The way in which teachers and textbooks use language and different metaphors in mathematics education determines how pupils develop their number sense, according to a recent thesis from the University of Gothenburg, Sweden. When school pupils encounter numbers that cannot be conceptualised as quantities in an obvious way, clarity is required in terms of the language used by both teachers and textbooks. One significant risk is that the explanatory models and metaphors used by teachers are overgeneralised by pupils or create contradictions. In her thesis, Cecilia Kilhamn shows how the difficulties experienced by pupils in understanding negative numbers -- numbers that are less than zero -- are similar to the difficulties that mathematicians have experienced historically. This suggests that better knowledge about the history of mathematics would provide a better understanding of pupils' problems. "A reluctance to accept negative numbers is closely linked to our desire to be able to concretise that which is abstract and understand negative numbers in terms of concepts such as debts, lifts or temperatures," explains Kilhamn. However, many of the concrete explanatory models used in school mathematics cannot deal with subtraction, multiplication or division using negative numbers. A transition to a clearer mathematical language is therefore needed when the number domain is expanded from natural numbers to signed numbers, i.e. The study in question is a longitudinal case study in which pupils in a school class were followed over a period of three years.
Brigham Young University's open access repository's section for electronic theses and dissertations concerning mathematics education. These papers date from 2002 to the present. Rooms 220 and 341, Mathematical Sciences Building Major requirements Three credits. Not open for credit to students who have passed any Q course. Strongly recommended as preparation for Q courses for students whose high school algebra needs reinforcement. Emphasizes two components necessary for success in 1000-level courses which employ mathematics. The first component consists of basic algebraic notions and their manipulations. The second component consists of the practice of solving multi-step problems from other disciplines, called mathematical modeling. The topics include: lines, systems of equations, polynomials, rational expressions, exponential and logarithmic functions. Students will engage in group projects in mathematical modeling. Recommended preparation: MATH 1011Q or the equivalent. Not open for credit to students who have passed any mathematics course other than MATH 1010, 1011Q, 1030Q, 1040Q, 1060Q or 1070Q. An introduction to the techniques used by mathematicians to solve problems.
A QUALITATIVE STUDY OF SECONDARY MATHEMATICS TEACHERS'. QUESTIONING, RESPONSES, AND PERCEIVED INFLUENCES by. Melissa Joan McAninch. A thesis submitted in partial fulfillment of the requirements for Doctor of Philosophy degree in Teaching and Learning. Mathematics Education in the. The mission of is to make education accessible to everyone, everywhere. Students can save on their education by taking the online, self-paced courses and earn widely transferable college credit recommendations for a fraction of the cost of a traditional course. Courses consist of engaging, bite-sized video lessons that make concepts easy and fun to learn. Students can watch the lessons on their own schedule and transfer their credit recommendations to thousands of colleges and universities. offers general education courses commonly taken in the first two years of college as well as professional development and continuing education courses.
An honors program normally consists of two semesters MATH/STAT 493 and 494 and a winter study WSP 031 of independent research, culminating in a thesis and a presentation. Under certain circumstances, the honors work can consist of coordinated study involving a one semester MATH/STAT 493 or 494 and a. The degree with honors in Mathematics or Statistics is awarded to the student who has demonstrated outstanding intellectual achievement in a program of study which extends beyond the requirements of the major. The principal considerations for recommending a student for the degree with honors will be: Mastery of core material and skills, breadth and, particularly, depth of knowledge beyond the core material, ability to pursue independent study of mathematics or statistics, originality in methods of investigation, and, where appropriate, creativity in research. An honors program normally consists of two semesters (MATH/STAT 493 and 494) and a winter study (WSP 031) of independent research, culminating in a thesis and a presentation. Under certain circumstances, the honors work can consist of coordinated study involving a one semester (MATH/STAT 493 or 494) and a winter study (WSP 030) of independent research, culminating in a “minithesis” and a presentation. At least one semester should be in addition to the major requirements, and thesis courses do not count as 400-level senior seminars.
Dissertation committee. Kathy‟s wisdom, deep commitment to exploring issues of equity, and her timely comments challenged me to think beyond the boundaries of my current knowledge. Joan‟s wealth of knowledge about current research in mathematics education, innovative teaching practices, and her deep curiosity of. While parents can partner with schools in many ways, research in both the New Zealand and international contexts draws attention to need for schools to further consider how they can more effectively engage with parents to achieve positive outcomes on learning (Robinson, Hohepa & Lloyd, 2009). This study, grounded in a sociocultural perspective and drawing on ‘funds of knowledge’ ideas, seeks to better understand ways in which home-school partnerships that respect the needs and contributions of all participants—students, parents/whanau and teachers—might be developed in the area of mathematics. Of particular interest are the everyday activities in which families are involved and how improved parent awareness of the mathematical opportunities presented in these activities might increase parent confidence to participate in mathematical discussions with their children at home and in their community setting. A review of the literature identifies; parents’ beliefs regarding their role in the learning, parents’ sense of personal efficacy in relation to their ability to effectively help their child, the relationship between teacher and parent, and parents’ life context, all as impacting the development of effective home-school partnerships. In addition, the historical positioning of parent’s is also recognised as playing a part in determining parents expectations for involvement and the way in which they relate to their children’s teachers and school leadership. This study draws on qualitative research methods and uses a Design Based Research approach. Sixteen parents along with their students ranging from year five to year eight from a New Zealand primary school participated in a series of six mathematics workshops aimed at exploring the research question: In what ways can parents’ confidence to engage in mathematics learning be better supported? A secondary question considered is, how might the increased awareness of opportunities connected to everyday experiences/activities support parent confidence to engage in mathematical discussions at home and in their community setting?
To meet your individual needs and preferences through flexible patterns of distance learning study, and by offering you the guided choice of modules and topics for your assignments and dissertation. Modules. The modules are as follows. EFP6203 Research Methodology in Mathematics Education. EFP6106 Psychology. The primary mission of the Department of Mathematics and Statistics is to provide high quality mathematics education to mathematics majors, to students in other majors enrolled in our mathematical content courses, to students in our general education courses, and to students in developmental mathematics courses. As a service to the College and University, it also is part of our mission to provide leadership and expertise in questions of mathematics and statistics as necessary across the disciplines.
Master's Thesis. In our Algebraic Topology & Group Theory research team, we invite and accept Master's students for their thesis project. Our research topics and interests are mainly situated in algebraic topology, group theory and Lie-algebra theory. Some of these topics can be found below, although in a rather vague way. Please see the MAE application process for the School of Teaching & Learning.
This honors thesis project focuses on the study of arts education in schools across America. In today's world of education, arts education sometimes falls by the wayside to more academic subjects like math and literacy. Research demonstrates that students who participated in arts education programs show more positive. FIZ Karlsruhe decided 2016 to support a proposal for a future free access to the database which has been worked out by the editor-in-chief and the German Society for Didactics of Mathematics (GDM). The German Society of Didactics of Mathematics (GDM) is happy to announce that starting 2017 they will offer the content of Math Educ for free and open to everyone. In addition, it is planned to allow members of the mathematics education community to contribute to the database and create and edit content. This will need some technical work behind the scenes and a lot of organizational and structural work, so Math Educ will be offered in its current form until the replacement platform is up and running. For any further questions or suggestions regarding the continuation of Math Educ, feel free to contact the editor-in-chief Prof.
TECHNOLOGY IN MATHEMATICS EDUCATION IMPLEMENTATION AND ASSESSMENT. A Thesis. Presented to. The Faculty of Graduate Studies of. The University of Guelph by. GORDON CLEMENT. In partial fulfilment of requirements for the degree of. Master of Science. August, 2011 c Gordon Clement, 2011. (Last updated: 4/28/2015) Graduate students in the Master of Science in Mathematics Education program at Boise State University are encouraged to consider the following suggested formats as they work to frame the topic and scope for their culminating project or thesis. Projects offer a flexible structure for demonstrating both achievement in the Master’s program and personal professional growth. Projects typically focus on supporting effective practices of mathematics teachers, such as developing innovative curriculum and/or instructional strategies. Though it varies, projects typically include one or more of the following products: Research, design, development, and/or pilot testing of curriculum in mathematics. The new curriculum must include research-based approaches to instruction and a literature-based rationale for how the curriculum addresses a need in secondary mathematics instruction.
Abrego, Patricia C. Perceptions of campus administrators, teachers, and students on use of interactive videoconferencing for the delivery of high school algebra in selected rural public high schools in South Texas. Doctor of Philosophy thesis, Texas A&M University. View Abstract. Add to Collection. The deadline for fall 2018 applications is December 15, 2017. Please check the Harvard Graduate School of Arts and Sciences (GSAS) website for Prospective Students for more information on admissions and financial aid. All applications and supporting materials must be submitted online before p.m. To apply for admissions and financial aid, or for additional information on admissions requirements for the Ph D program in pure mathematics, please go to the appropriate Graduate School of Arts and Sciences web site listed below. All other inquires may be directed to the Graduate Program Administrator of the Mathematics Department. Here are the addresses and links: The statement of purpose for graduate applications is carefully weighted by the admissions committee. The applicant's statement should convince the committee that he or she is able to communicate effectively and with a deep understanding of mathematics. It is not intended to be a biographical sketch or a reflection on one's decision to enter the field. Letter writers should be faculty or others qualified to evaluate the applicant's potential for graduate study in mathematics. The letters must be submitted online and by the application deadline. Applicants should include any research papers, publications, and other original works they would like to have evaluated by the admissions committee.