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Subject: search.filters.subject.Mathematics -- Study and teaching

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    Are females more helpless than males: an observational and attributional analysis in Maths and English : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1993) Hawke, Gillian Naomi
    The present study investigated the under-achievement and participation of females in mathematical areas within the context of the attribution theory. Gender differences for causal attributions and achievement-related beliefs were investigated in Maths and English, employing a methodology which allowed for the subjective construction of the situation by the student. Subjects were 97 form five Maths and English students (50 males and 47 females). Overall, there were no consistent gender differences in attributions for success and failure in Maths and English. Although males perceived themselves as more competent in Maths, there were no gender differences in achievement-related beliefs. However, females displayed more mastery-oriented cognitions in English . Additionally, the relationship of gender and teacher-student interactions in Maths and English classrooms were investigated, in an attempt to conceptualise the role they have in sustaining gender related behaviours. It was hypothesized that males and females were being treated differently in Maths and English, which in some way affects their attributions for achievement outcomes, and subsequent achievement­ related beliefs. Four classrooms (two Maths and two English) were observed for five hours each. Contrary to predictions, there were few significant differences in the contingencies of evaluative feedback given to students, with respect to its frequency, its typical referents, and the specificity of its use. The results were discussed in terms of their relationship to other studies, and the implications for past and future methods of studying students' causal attributions in mathematical and verbal achievement situations. Alternative mechanisms by which females self-derogating beliefs might inhibit their participation and achievement in maths-related areas were also considered.
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    Rubric supported journal writing in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics), at Massey University
    (Massey University, 2001) Hay, Hailey
    Using an Action Research model, this project followed the implementation of a journal writing programme in mathematics, in a grade three (year 4) class. The effect of journal writing, as a formative assessment tool upon a single teacher's approach to the teaching and assessment of mathematics in her textbook-based, whole class mathematics programme, is the focus of the study. The teacher who participated in this project looked towards the journal writing programme to assist her in making changes to her teaching and assessment practises in mathematics, in an effort to bring them in line with her performance based approach to other areas of the curriculum. Using Greenwood's (1993) criteria for mathematical thinking, rubrics were designed to make mathematical thinking a focus of her teaching and assessment in mathematics. Several changes in the teacher's approach to the teaching and assessment of mathematics were observed within the study period and continued sustained changes were realised in the longer term. In addition, aspects of her teaching and assessment practices that were not observed to change are discussed. The suggestion is made that the potential of journal writing to be used to extend and challenge the mathematical thinking of students may be partly dependent upon the depth and breadth of the mathematical knowledge of the teacher.
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    Isolating students with mathematical learning difficulties for teaching purposes : the New Zealand experiences : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2003) Siber, Elizabeth Mary
    A survey, by questionnaire, was carried out in seventeen school districts in three regions of North Island, New Zealand, to collect data on the extent of ability grouping for mathematics classes and the experiences of students in mathematics classes. Quantitative data were collected on schools' rationales for or against grouping, selection processes and the teaching programmes used for the lowest achieving students. Qualitative data were collected with respect to teachers' opinions about teaching the lowest achieving students and about the possible reasons for those students' low achievements. The responses from Heads of Mathematics Departments indicate keen interest in best practice for low achieving students. A surprising 99% of respondents reveal that some form of ability grouping for mathematics is implemented in their schools. It is clear that ability grouping is seen as the best approach to meeting the learning needs of all students, whatever their level of achievement. These results incorporated a wide range of schools including all year levels, state and private, large and small and all decile ratings from 1 – 10. Consensus on ability grouping within the wide range of schools in the three geographical regions suggests that schools throughout New Zealand also consider ability grouping as best practice for their low achieving students. The research raises concerns about student self-esteem, motivation and maths anxiety. The need to address those issues as well as mathematical teaching and learning issues is imperative.