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You searched for `+publisher:"University of Oklahoma" +contributor:("Savic, Milos")`

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University of Oklahoma

1. Regier, Paul. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.

Degree: PhD, 2020, University of Oklahoma

URL: http://hdl.handle.net/11244/324407

Mathematics educators and researchers have described creativity as an essential part of mathematics,
yet little research has been done to study the effects of fostering creativity in the tertiary mathematics
classroom. This dissertation explores the impact of creativity-fostering instruction on student self-efficacy and motivation for mathematics in three parts. The first part presents a framework for characterizing creativity-fostering mathematics instruction (CFMI) which is used to study evidence of CFMI in association with qualitative changes in student self-efficacy for proving. The theoretical development and initial testing of a new instrument for measuring self-efficacy for proving is also outlined.
The second part explores student problem posing as one particular instructional tool for fostering mathematical creativity. Through an illustrative case study of three students' experience problem posing, this study demonstrates the impact problem posing had on these students' motivation toward mathematics.
The final part describes a large-scale quantitative study of CFMI, student self-efficacy, and student motivation. For this, two new instruments were developed for measuring CFMI and creative self-efficacy for mathematics. Limitations in the data collected constrained the study of the impact of CFMI on pre- to post-semester change in student self-efficacy and self-motivation. However, these methods demonstrate validity and reliability of the instrument used and provide a model for future study of the impact of CFMI on student self-efficacy and self-motivation.
*Advisors/Committee Members: Savic, Milos (advisor), Stewart, Sepideh (committee member), Malestein, Justin (committee member), Bisel, Ryan (committee member).*

Subjects/Keywords: Mathematics Education; Self-efficacy; Motivation; Creativity

Record Details Similar Records

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Regier, P. (2020). The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324407

Chicago Manual of Style (16^{th} Edition):

Regier, Paul. “The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed April 17, 2021. http://hdl.handle.net/11244/324407.

MLA Handbook (7^{th} Edition):

Regier, Paul. “The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation.” 2020. Web. 17 Apr 2021.

Vancouver:

Regier P. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/11244/324407.

Council of Science Editors:

Regier P. The impact of creativity-fostering mathematics instruction on student self-efficacy and motivation. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324407

University of Oklahoma

2. Yamamoto, Tetsuya. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.

Degree: PhD, 2015, University of Oklahoma

URL: http://hdl.handle.net/11244/14637

Studies have shown that proof construction is a challenging task for students at all levels. The purposes of my study were to examine students' difficulties with proof construction and to explore a practical method to help them overcome their difficulties. I created a model of the structure of proof construction. The model was useful in explaining students' difficulties and producing metacognitive knowledge for proof construction in the form of algorithm.
*Advisors/Committee Members: Stewart, Sepideh (advisor), Albert, John (committee member), Kyung-Bai, Lee (committee member), Miller, Andrew (committee member), Savic, Milos (committee member), Terry, Robert (committee member).*

Subjects/Keywords: Mathematics.

Record Details Similar Records

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

Yamamoto, T. (2015). Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14637

Chicago Manual of Style (16^{th} Edition):

Yamamoto, Tetsuya. “Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed April 17, 2021. http://hdl.handle.net/11244/14637.

MLA Handbook (7^{th} Edition):

Yamamoto, Tetsuya. “Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction.” 2015. Web. 17 Apr 2021.

Vancouver:

Yamamoto T. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/11244/14637.

Council of Science Editors:

Yamamoto T. Categorizing Students' Difficulties with Mathematical Proofs: Developing a Model of the Structure of Proof Construction. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14637