Faculty of Education - Theses
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ItemUse of computers in mathematics teaching and learning : transition from grade 6 to year 7( 2001)Over the past ten years computer resources within Victorian schools have improved. Adequate level of facilities and resources has enabled teachers and students to use computers in the teaching and learning of mathematics. However it appears that computer skills acquired during primary years are not always the basis for further and continuous development of skills in the early years of secondary schooling. Research shows that during transition from grade 6 to year 7 there is need for stability and a sense of continuity in the adolescents' education and this applies to the area of mathematics as well. To gain further insight, this research investigated the use of computers in mathematics in a group of feeder primary schools and their linked secondary school. The study initially investigates whether the computer skills introduced in primary schools were known or built upon in secondary schools. The research then makes recommendations to the network of schools involved concerning continuity in teaching and using computer skills in the teaching and learning of mathematics during the transition years. This study was qualitative and involved parents, students and teachers. Questionnaires, interviews and classroom observations were used to obtain data. Recommendations include the need for continuous communication between grade 6 and year 7 mathematics teachers to form and maintain links regarding the development of computer skills, the need to develop a common goal for all grade 6 teachers in terms of teaching computer skills to prepare students for secondary school and finally, the need to increase computer literacy of primary and secondary mathematics teachers and make hardware and software available and accessible to all.
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ItemThe use of laptop computers in the year 10 mathematics classroom( 2002)Laptop computers have been used in mathematics classrooms for approximately 10 years and there has not been a comprehensive study into how laptop computers are used, teachers' attitudes towards laptop computer use, and perceived student benefits. This study focuses on: i) How laptop computers are used in the mathematics classroom, concentrating on the types of software used and the type and the activities conducted. ii) Teachers' attitudes towards the use of laptop computers in the mathematics classroom, in particular how their attitudes and experiences may effect the use of laptop computers. iii) Teachers' perceptions of student benefits in terms of understanding and performing mathematical tasks using laptop computers. This study shows that there is a wide variety of software used and a large number of activities completed in mathematics classrooms with laptop computers. Teachers favoured using spreadsheets above any other type of software and tended to use the laptop computers for computational, open-ended activities rather than conceptual tasks. Teachers had varying attitudes about how and when laptop computers should be used in the mathematics classroom. There appeared to be connections between a teacher's own use of the computer and the way the teacher used the laptop computer in the classroom. Some teachers used the laptop computer very frequently whilst others used them sparingly. The most valuable type of in-service about using computers came from the teacher's own faculty, through formal and informal discussions. Finally, not all teachers believed there were benefits for their students from using laptop computers. There was no conclusive evidence about whether teachers believed their students had an increased ability to understand mathematics due to using laptop computers, but, there was evidence of increased student motivation.
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ItemMathematical modelling in the Year 9 mathematics curriculum( 1996)This thesis is a report on research conducted in relation to the introduction of mathematical modelling at the Victorian year 9 level. The research attempted to introduce educational mathematical modelling activities into what was then the normal mathematical curriculum of the secondary college and focused on changes to modelling ability, student affective variables, teacher concerns, and learning which might take place. The study was conducted over one school year at a country secondary college. Two experimental and four control classes of year 9 students completed a pre and post test consisting of an attitudinal measurement instrument and a modelling problem. As well, qualitative data was collected from class observations and discussions and interviews with the teachers. During the year, the experimental classes spent approximately 14% of their class time working on educational mathematical modelling activities. The results from the pre and post test did not produce any statistically significant changes leading to a rejection of the hypotheses of the study. However, the qualitative data collected did provide useful results. The teachers in the study reported concerns and problems similar to those reported in the literature. Observations of a class at work on a modelling activity provided insight into issues of motivation and relationships between mathematical achievement and modelling persistence. The results also highlighted a number of issues for future research. Despite the rejection of the hypotheses, this researcher and the teachers of the experimental classes concluded modelling was a worthwhile activity.