Jan 23, · Thus, this will require a collection of published (in print or online) work concerning the selected research area. In simple terms, a literature is a review of the literature in the related subject area. A good literature review is a critical discussion, displaying the writer’s knowledge on relevant theories and approaches and awareness of Aug 01, · Literature Review Online Marketing | Literature Review on Digital Marketing. Literature Review Online Marketing scholarly papers introduce literature review in their study to discuss the relevant issues by pursuing secondary research. The section introduces the facts what have already been researched in order to well support the proposed topic of th CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter is about studies and literatures that are related to the online system that the proponents made use of different reading materials (such as thesis, articles, and other web articles) that will help extending the knowledge of the proponents
How To Write a Literature Review - Sample & Example
UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services. You can change your cookie settings at any time. This publication is licensed under the terms of the Open Government Licence v3. To view this licence, visit nationalarchives. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Mathematics, a universal language that enables understanding of the world, is an integral part of the curriculum.
Beyond the study of numbers, shapes and patterns, it also provides important tools for work in fields such as engineering, physics, architecture, review of related literature in mathematics thesis, medicine and business. It nurtures the development of a logical and methodical mindset, as well helping to inculcate focus and the ability to solve all manner of problems, review of related literature in mathematics thesis. Attainment in the subject is also the key to opening new doors to further study and employment.
This review explores the literature relating to the field of maths education. Its purpose is to identify factors that can contribute to high-quality school maths curriculums, assessment, pedagogy and systems. We will then publish a subject report to share what we have learned. Since there are a variety of ways that schools can construct and teach a high-quality maths curriculum, it is important to recognise that there is no singular way of achieving high-quality maths education.
We hope that through this work, we will contribute to raising the quality of maths education for all young people. This review identifies that, despite English pupils achieving, on average, higher attainment than pupils in many other countries, the attainment gap between low and high achievers in England is wide.
Therefore, in addition to shining a light on approaches that could raise the attainment of all pupils still further, a core theme of this review is how we might prevent struggling pupils from falling further behind review of related literature in mathematics thesis peers.
England performs well in mathematics compared with other countries [footnote 4] and mathematics continues to be the most popular subject to study at A level. These actions included:. setting higher targets for teacher recruitment and creating professional development programmes for teachers.
There is still more that could be done to enhance mathematics education, such as reducing the shortage of specialist mathematics teachers. the National Numeracy Strategy [footnote 12]. the Mathematics Teaching Exchange [footnote 13]. the Teaching for Mastery Programme [footnote 14] as related to the Mathematics Teaching Exchange. It is also important to consider that high attainment and proficiency of older pupils may be due to historical curricular and pedagogical approaches, rather than the educational approaches of that time.
This research has been informed by the evidence and principles underpinning the EIFwhich include:. the value of deliberate practice, interleaving and regular low-stakes testing [footnote 20]. This review seeks to make a clear distinction between mathematics curriculum and pedagogy. We have also classified mathematics curriculum content. We have used these classifications in our review of the available literature.
We have drawn forms or categories of content from disciplines in which mathematics is applied. Mathematics research tends to use a wide variety of overlapping terms. It has multiple meanings in literature:.
Terms also vary over time. For this review, we have classified mathematical curriculum content into declarative, procedural and conditional knowledge.
Declarative knowledge is static in nature and consists of facts, formulae, concepts, principles and rules. Procedural knowledge is recalled as a sequence of steps. The category includes methods, algorithms and procedures: everything from long division, ways of setting out calculations in workbooks to the familiar step-by-step approaches to solving quadratic equations.
Conditional knowledge gives pupils the ability to reason and solve problems. Useful combinations of declarative and procedural knowledge are transformed into strategies when pupils learn to match review of related literature in mathematics thesis problem types that they can be used for, review of related literature in mathematics thesis.
When pupils learn and use declarative, procedural and conditional knowledge, their knowledge of relationships between concepts develops over time. For example, recognition of the deep mathematical structures of problems and their connection to core strategies is the type 2 form of conditional knowledge. The evidence presented here supports careful consideration of sequencing and content that makes a mathematics curriculum a guarantee of long-term learning.
Useful facts and efficient and accurate methods are ideally paired within a topic sequence. Strategies for solving problem types are then best taught and learned once pupils can recall and deploy facts and methods with speed and accuracy.
This goes beyond important facts of number. It includes the mathematical methods that pupils will take with them on their journey. The ideal aim is for pupils to attain proficiency, not just collective moments of understanding, familiarity or experience. This will help pupils to develop motivation in the subject. The mathematics curriculum is the product of careful selection, review of related literature in mathematics thesis, sequencing and linking of declarative, procedural and conditional knowledge.
Pupils need to systematically acquire core mathematical facts, concepts, methods and strategies to be able to experience success when problem-solving and in order to become proficient mathematicians. These then form the basis of further concepts, rules and principles that pupils can store in their long-term memory.
Problem-solving requires pupils to hold a line of thought. It is not easy to learn, rehearse review of related literature in mathematics thesis experience if the facts and methods that form part of a strategy for solving a problem type are unfamiliar and take up too much working memory.
For example, pupils are unlikely to be able to solve an area word problem that requires them to multiply 2 lengths with different units of measurement if they do not realise that the question asks them to use a strategy to find an area.
They are also unlikely to be successful if they do not know many number bonds, unit measurement facts, conversion formula or an efficient method of multiplication to automaticity. Therefore, the initial focus of any sequence of learning should be that pupils are familiar with the facts and methods that will form the strategies taught and applied later in the topic sequence.
Linked declarative and procedural knowledge are ideally sequenced together to reflect the reciprocal learning relationship between them. This is because:. As a simple review of related literature in mathematics thesis, a pupil can better understand connections of number and the concepts of addition and quantity if they have declarative knowledge of number bonds and procedural knowledge of column addition, which both reinforce each other. In terms of curriculum sequencing, pupils are able to retain knowledge and ability to use core methods when teachers take an iterative approach to teaching and rehearsing concepts and core methods.
Acquiring new foundational knowledge takes time and effort. However, the rewards go beyond the immediate benefits of being able to recall and apply useful facts and methods.
Foundational knowledge, particularly proficiency in number, gives pupils the ability to progress through the curriculum at increasing rates later on. For example, in countries where pupils do well, pupils are able to attempt more advanced aspects of multiplication and division in Year 4 if they have been given more time on basic arithmetic in Year 1.
Successful curriculums illustrate the importance of detail, sequencing and alignment of content, instruction, rehearsal, assessment and mechanisms to continually upgrade. Textbooks, lesson plans and resources are common features of successful approaches.
This transforms a curriculum offer into more of a guarantee. Teachers in these systems also have more time to focus on how to bring mathematics content to life instead of redesigning sequences of content, instruction and rehearsal from scratch. The approach outlined above is very different to a curricular offer that does not feature systems for documenting quality sequences of instruction and rehearsal and that may result in more variable rates of learning and outcomes. For example, younger pupils may achieve proficiency through more informal opportunities to learn and where teachers respond to their interests, but leaders should note that disadvantaged novice mathematicians benefit from proactive approaches that can be as simple as ensuring that they are given dedicated time to learn and rehearse mathematics every day.
The advantages of these and other highly systematic approaches apply to all age groups, including Reception Year. If coherent resources for planning, instruction and rehearsal of content are provided by leaders, then this risk is reduced while still giving teachers freedom to choose how to teach. Systematic teacher-led approaches, particularly in the primary key stages, review of related literature in mathematics thesis, lead to better attainment.
Pupils are more likely to develop a positive attitude towards mathematics if they are successful in it, [footnote 42] especially if they are aware of their success. This is because using games as a learning activity can lead to less learning rather than more. Some pupils become anxious about mathematics.
It is not the nature of the subject but failure to acquire knowledge that is at the root of the anxiety pathway. This also has implications for how mistakes are viewed by pupils and teachers. Ideally, review of related literature in mathematics thesis and pupils should be aware of the difference between infrequent mistakes that can be learned from and consistent mistakes that lead novice mathematicians onto the anxiety pathway. These sorts of mistakes are due to weak foundational knowledge that is more likely to generate errors and misconceptions, review of related literature in mathematics thesis.
This proficiency-first review of related literature in mathematics thesis is likely to prevent pupils developing anxiety. For teachers of pupils who have experienced failure, frustration and the development of anxiety, rather than removing experiences where pupils might be confronted with failure such as teststhe evidence suggests the solution lies in closing gaps so that anxious pupils can experience more understanding, accuracy and success.
The planned curriculum details the review of related literature in mathematics thesis facts, concepts, methods and strategies that give pupils the best chance of developing proficiency in the subject.
The teaching of linked facts and methods is sequenced to take advantage of the way that knowing facts helps pupils to learn methods and vice versa. Sequences of learning allow pupils to access their familiarity with the facts and methods they need in order to learn strategies for solving problem types. Many pupils start school with some mathematical knowledge.
Rather, it can be an indication of parental input and early exposure to the basics in mathematics in the home. Studies indicate that this early acquisition of knowledge significantly predicts later success. Many young pupils need and benefit from systematic provision of sequenced core content that becomes the building blocks of later success. They are often then able to match or even exceed the attainment of their more advantaged peers. It is especially important for children to acquire proficiency with whole numbers and fractions and for working with 2- and 3-dimensional shapes in the primary phase because of how much they are used in later topics and key stages.
This includes, for example, automatic recall of number facts and familiarity with the main concepts such as the associative, distributive and commutative properties.
A proactive approach to helping children to acquire everyday language used to describe quantity, shape and time review of related literature in mathematics thesis also benefit disadvantaged pupils, who are more likely to misunderstand instruction and activities. Pupils also need to know the core concepts, formulae and rules to draw on in topics such as algebra, geometry, statistics and calculus.
Pupils who lack knowledge of concepts that they would normally have learned in previous key stages can benefit from additional topic-specific instruction.
Case studies of curriculums for teaching algebra in countries where pupils do well also show that the conceptual building blocks of algebraic thinking are systematically planned into the earliest of curriculum stages. They can then be taught, and apply, review of related literature in mathematics thesis, further codes, rules review of related literature in mathematics thesis principles of simple equations soon after.
This approach shows that progression from arithmetic to algebra should be considered carefully by ensuring that pupils have the codes for number maths facts, symbols, vocabulary in place as a review of related literature in mathematics thesis for moving on to a new topic or domain.
2.3 Let's Write: First Lines and Literature Review Of Research Thesis
, time: 20:19What is the purpose of a literature review?
May 25, · Introduction. Mathematics, a universal language that enables understanding of the world, is an integral part of the curriculum. Beyond the study of numbers, shapes and patterns, it also provides A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. It is often written as part of a thesis, dissertation, or research paper, in order to situate your work in relation to existing knowledge CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter is about studies and literatures that are related to the online system that the proponents made use of different reading materials (such as thesis, articles, and other web articles) that will help extending the knowledge of the proponents
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