STUDENTS’ PERSPECTIVES ON THEIR LEARNING EXPERIENCES WITHIN AN INCLUSIVE SECONDARY MATHEMATICS SETTING

Students’ perspectives in learning mathematics are important considerations in education yet few studies document their insights. The current investigation used a case-study design and interviews, drawings, clarifying discussions, and focus group interview data collection methods to capture detailed perspectives of high school students with disabilities while learning mathematics. Document data was used to substantiate students’ achievement information and the impact of their disability, if any, on their experiences in learning mathematics. The sample of participants consisted of four self-selected high school students, from two inclusive Advanced Algebra classrooms. Three major tenets of Vygotsky’s (1978) framework were used to analyze the results of the study, namely the zone of proximal development, the internalization of socio-cultural-historical factors, and the compensatory re-organization of brain functions, all as mediated through socio-cultural-historical processes. Findings suggest secondary students with disabilities 1) are heterogeneous in ability levels, strengths, achievement, interests, and needs; 2) exhibit learning and growth as impacted by socio-cultural-historical supports; 3) are frequently offered limited class selections and reduced standards of excellence; 4) are rarely exposed to varied pedagogical strategies in learning mathematics, including real-world and digital technology applications, and team-work integration; and 5) are often viewed by teachers and school personnel through deficit-based lenses. As positive implications, the participants perceived disability as a difference, part of human diversity, showed constructive transformations over time, were successful as measured by multiple criteria of achievement, and revealed unique insights about the role of the special education teacher and of a team of teachers in their learning and growth

Inquiry-based instruction: The role of mindset for students with mathematics difficulties

The effectiveness of inquiry-based instruction (IBI) is well documented, however its use with students with mathematics difficulties (MD) has been limited, since it is often thought such methods are unsuitable for low attaining students. However, this belief is not entirely evidence based, and little research has explored how students with MD perceive IBI. In addition, previous research has demonstrated that students’ beliefs can have an impact on mathematics performance. This thesis therefore explores two research questions: (1) How do students with mathematics difficulties perceive inquiry-based instruction? and (2) Are students’ beliefs (e.g. mindset) associated with the effectiveness of inquiry-based instruction for students with mathematics difficulties? In a multiple case study involving two secondary schools from the United Kingdom, students with MD were taught using an inquiry approach to learning mathematics. Data were collected through a combination of questionnaires, lesson observations, student interviews, and pre-test/post-test assessments. Cross-case analysis suggested that students with mathematics difficulties perceived inquiry-based instruction according to four themes: IBI as a form of empowerment, IBI as a form of neglect, importance of the teacher, and importance of peers. The expression of the first two themes seemed to differ depending on the students’ mindsets. In addition, the students’ beliefs (including mindset) were analysed according to McLeod’s (1992) framework of beliefs in mathematics. Beliefs about mathematics, mathematics teaching, the self (including mindset), and the social context appeared to be associated with the effectiveness of IBI. Students with fixed mindsets showed poorer engagement and persistence compared to students with growth mindsets, but surprisingly, this effect was not reflected in test scores. Future research should seek to further explore the contextual factors that contribute to the effectiveness of inquiry instruction for students with MD

Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution

The issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in

Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021

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Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021

This volume presents Nordic mathematics education research, which will be presented at the Ninth Nordic Conference on Mathematics Education, NORMA 20, in Oslo, Norway, in June 2021. The theme of NORMA 20 regards what it takes or means to bring Nordic mathematics education into the future, highlighting that mathematics education is continuous and represents stability just as much as change.publishedVersio

2011-2012 Undergraduate Catalog

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A critical analysis of how the potential of Dynamic Geometry Software as a visualisation tool may enhance the teaching of Mathematics

Visualisation in the mathematics classroom has its own pedagogical value and plays a significant role in developing mathematical intuition, thought and ideas. Dynamic visualisation possibilities of current digital technologies afford new ways of teaching and learning mathematics. The freely available GeoGebra software package is highly interactive and makes use of powerful features to create objects that are dynamic, and which can be moved around on the computer screen for mathematical exploration. This research study was conceptualised within the GeoGebra Literacy Initiative Project (GLIP) – an ICT teacher development project in Mthatha in the Eastern Cape, South Africa. The focus of this study was on how GeoGebra could be used as a teaching tool by harnessing its powerful visualisation capacity. In the study, selected GLIP teachers collaboratively developed GeoGebra applets, then implemented and evaluated them. The research methodology took the form of action research cycles in which the design, implementation and evaluation of successive applets determined the data gathering and analysis process. My data consisted mainly of recorded observations and reflective interviews. The underlying theoretical foundation of this study lies in constructivism, which aligned well with the conceptual and analytical framework of Kilpatrick et al.’s (2001) description of teaching proficiency. An in-depth analysis of my classroom observations resulted in multiple narratives that illuminated how teachers harnessed the visualisation capabilities inherent in the software. My findings showed that dynamic visualisation and interactivity afforded by the use of technology are key enabling factors for teachers to enhance the visualisation of mathematical concepts. My analysis across participants also showed that technical difficulties often compromised the use of technology in the teaching of mathematics. The significance of this research is its contribution to the ongoing deliberations of visualisation and utilisation of technological resources, particularly through the empowerment of a community of teachers. The findings recognised that the integration of technology required appropriate training, proper planning and continuous support and resources for the teaching of mathematics. This action research provided insightful information on integrating Dynamic Geometry Software (DGS) tools in mathematics classrooms that could be useful to teachers and curriculum planners.Thesis (PhD) -- Education, Education, 202

Online and Distance Learning during Lockdown Times: COVID-19 Stories (Volume 1)

This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic