Faculty of Education - Theses
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ItemMontessori mathematics education : its contribution to contemporary mathematics theory and curriculum( 1987)Montessori education has a long and continuing tradition. The mathematics education component is founded upon an extensive sensory education programme developed by Dr Maria Montessori and implemented in schools throughout the world. This thesis traces the historical precedents that provided the framework for the development of an educational programme firmly premised on the need for a sensorial education. The translation of the first part of Montessori's 'Psicoaritmetica' provides an illustration of an introductory mathematics programme using structured manipulative materials. This programme develops as a direct extension of the sensory-motor emphasis of Montessori pre-school education. Finally, the Montessori mathematics programme, developed initially over fifty years ago is considered in relation to contemporary mathematics education theories, many of which have reiterated principles and practices first developed by Montessori.
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ItemTransition from primary to secondary school maths retention( 1985)In the last decade, a great deal of educational interest has centred on the transition of secondary pupils into post-secondary education or the workforce. This research project undertook an examination of the transition of primary pupils from their current school to be relocated in a nearby secondary school. The basic question addressed by the study was : Does a primary student transferring to a nearby secondary school suffer significant reduction in his mathematical skills within the first two weeks in the new school ? The testing was completed by using a twenty item mathematics test and administered to pupils in year 5 and year 6 in the primary schools in December. The same test was again given the same pupils, now in year 6 and year 7, in the February of the following year. It was because of the potential bias of items being relatively more difficult for the younger group, that the Rasch latent trait model was used to calibrate sample free item difficulties for the two groups of students. Items in the test were then given an estimate of their difficulties and each pupil was given an ability estimate depending on the total number of successful items on the test. It was with these ability estimates that the major questions of this study were examined. The study used a three way analysis of covariance to determine if a significant set back in mathematics skills had occurred during the transition. The major factors were the different year groups, sex differences and schools. Consideration was also taken for the ethnic population in the study. The results suggest a reduction in mathematical skills in the first two weeks in high school, and that this applies equally for male and female students. However an interactive influence can occur due to school differences.
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ItemGirls, maths and schooling: what counts( 1989)This thesis is a critical review of public discourses about the significance of mathematics and of what feminists have had to say, directly or indirectly, about this. There are four main aspects which correspond to the chapters. These are based around the following questions: 1. How is the significance of maths proclaimed? 2. How have feminists analyzed the problem of girls and schooling? 3. What are the issues raised by feminists on the problem of girls and maths? 4. What are the most significant assumptions about gender, education and society implied in the culture of maths? The material used in each chapter is largely literature which includes theoretical literature and empirical investigations. This reflects the dual approach which has been used to tackle the issues. Where it is appropriate, I have included my own experience and observations to substantiate and highlight a case. There are various standpoints within the literature on the problem addressed by this thesis, and I attempt to show that each, historically at least, is significant. I also demonstrate however that there needs to be a more critical appraisal of the girls and maths initiatives currently being explored in our schools.