SlideShare a Scribd company logo
Peshal Khanal, PhD
Central Department of Education
            Tribhuvan University




                   15 February, 2013
Bertrand Russell has defined mathematics as the
science in which we never know what we are talking
about or whether what we are saying is true.
Mathematics has been shown to apply widely in
many other scientific fields. Hence, most other
scientists do not know that they are talking about or
whether what they are saying is true.

          - Joel Cohen, “On the nature of mathematical proofs”


There are no proofs in mathematics education.
          - Henry Pollak
   Short, Sharp and Meaningful describing what the research is about. In qualitative research It may
    also be a ‘working title’ that the researcher will revise as his/her project develops.

   Example of poor title
    An Investigation of a Survey and Analysis of the Influence of Program X on the Attitudes, Teaching
    Methodology, and Evaluative Techniques of Randomly Selected Male and Female Physical
    Education Teachers in Public High Schools in Kathmandu district

    A qualitative inquiry into how 7th graders develop problem solving skills in mathematics at selected
    public schools in Morang district

   Better title
    Influence of Program X on Physical Education teachers’ attitude, teaching methodology and
    evaluation techniques

    (A qualitative inquiry into ) the development of problem solving skills in mathematics (among 7th
    graders)

    The use of technology in the teaching and learning of mathematics

    Transition from school to college mathematics
How do students learn the abstract concepts
behind differentiation and integration?

How do students learn Linear Algebra, and
how should it best be taught?
1.   Does the title precisely identify the area of the problem?

2.   Is the title clear, concise, free from jargon, and adequately
     descriptive to permit indexing the study in its proper
     category?

3.   Does the title identify the key variables and provide some
     information about the scope of the study?

4.   Are unnecessary words, such as “a study of,” “an
     investigation of,” and “an analysis of” avoided?

5.   Do nouns, as opposed to adjectives, serve as the key words
     in the title?
   Research title comes from …..????



   Research title comes from Research
    Problem(s)
   A research problem is a DISCREPANCY between what one knows and ought to
    know to solve a problem or to understand a phenomenon.

   Research problems are EDUCATIONAL ISSUES OR CONCERNS studied by
    researchers.

   A SITUATION OR CIRCUMSTANCE THAT REQUIRES A SOLUTION to be described,
    explained, or predicted. It is an unsatisfactory situation that wants you to
    confront.

   A research problem refers to some DIFFICULTY that a researcher experiences in
    the context of either a theoretical or practical situation and wants to obtain a
    solution for the same.

   Research problems are QUESTIONS THAT INDICATE GAPS in the scope or the
    certainty of our knowledge. They point either to problematic phenomena,
    observed events that are puzzling in terms of our currently accepted ideas, or to
    problematic theories, current ideas that are challenged by new hypotheses.
   Einstein: If I have one hour for solving the problem on
    which my life depends, I will devote 40 minutes to
    study the problem, 15 minutes to analyse it, and only
    5 minutes to solve it.
   From where ???????
    ◦   Curiosity
    ◦   Experience
    ◦   Information Gaps
    ◦   Social issues
    ◦   Controversy
    ◦   Replication
    ◦   Literature Review
    ◦   Other People
    ◦   ...???
In selecting the research question consider whether or not it is:

   easible: in terms of time, place, money, equipment, subjects etc.

   nteresting : The question has to be interesting to the investigator, but should
  also be interesting to others.

   ovel: Has this study been done before? Does it add to the current body of
  knowledge?

   thical: Can the study be done in a way that does not subject subjects to excess
  risks?

   elevant: Will it further knowledge in the related field? Will the results change
  practice, policy or point towards further avenues of research?
   S – Specific
   M – Measureable
   A – Attainable
   R – Realistic
   T – Timely

   Keep it (title) short and simple
1.   Is there a difference in the science achievement of
     boys and girls exposed to the same science activity?

2.   Should we teach sex education in elementary
     school?

3.   What happens if the school day becomes longer?

4.   How do students adjust in a school environment?
2. What is the difference in knowledge and attitude of fifth graders
    taught sex education compared to fifth graders who are not
    taught sex education?

3. What is the relationship between length of the school day and
   learning achievement of high school students?

   Are the following questions researchable?
         Is democracy a good form of government?
         Should values clarification be taught in public schools?
         Can crime be prevented?
         Should physical education classes be dropped from the high school
          curriculum?
   A paradigm is a “worldview” or a set of
    assumptions about how things work.
   “shared understandings of reality”; a set of beliefs
    about reality and knowledge that provides the
    researcher with a broad overview and direction of
    the research.
   A paradigm encompasses three basic components –
    ONTOLOGY, EPISTEMOLOGY and METHODOLOGY.
   Ontology is the starting point of all research after
    which one’s epistemological and methodological
    positions logically follow.

   An individual’s ontological position is their answer to
    the question – What is the nature of reality and what
    constitutes reality.
Epistemology – what is knowledge? What is the
 relationship between knowledge and reality and
 between knower and would-be-knower?

 If there were no human beings, would there still be three basic
 types of rock? ,

 Did the unconscious exist before
 Freud?

Methodology – procedural strategy for acquiring
 knowledge about the phenomena under study.
Positivism                             Interpretivism


Ontology       Naïve realism (only one reality that   Relativism (multiple
               is observable, measureable)            reality)


Epistemology   Dualism/objectivism (the               Subjective/transact
               researcher and research                ional; Created
               participants and the topic are         findings
               independent to each other, findings    (knowledge is
               independent of the researcher          socially
                                                      constructed)

Methodology    Controlled, ‘scientific’ experiment,   Hermeneutical/dial
               measurement                            ectical, interaction
Types of Research
   ONTOLOGICAL
    ◦ Existence of objective, absolute truths
    ◦ Focus on operational definitions and rational explanations
   EPISTEMOLOGICAL
    ◦ Researcher (knower) and object of study (known) independent –
      focus on objectivity
    ◦ Assumption that inquiry can approximate objectivity (value-free);
      disagreements between observers due to errors and/or observer
      biases
   METHODOLOGICAL
    ◦ Replicability as a means for testing truth
    ◦ Focus on generalization
    ◦ Criteria – notions of internal/external validity
   ONTOLOGICAL
    ◦ Reality is local and specific
    ◦ Constructions cannot be absolutely true or correct (but can be less
      sophisticated/informed)
    ◦ Reality actively constructed rather than discovered
   EPISTEMOLOGICAL
    ◦ Researcher and object of study inherently dependent
    ◦ Inquiry inherently value-bound
    ◦ Multiple interpretations can be equally valid
   METHODOLOGICAL
    ◦ Focus on induction
    ◦ Relative lack of emphasis on generality – use purposive samples
    ◦ Criteria – trustworthiness, credibility, transferability, confirmability
A scientific investigation in which the researcher
  manipulates one or more independent variables,
  controls any other relevant variables, and observes
  the effect of the manipulations on the dependent
  variable(s).

Peer tutoring and cooperative learning in undergraduate mathematics
The use of team-based learning
Bilingual teaching and learning in mathematics
Play as a means of motivation in mathematics learning
When the researcher can not manipulate independent
variable; the research is conducted after variation in the
variable of interest has already been determined in the
natural course of events.

    Do the students who work during their college year have
    lower grades than students who do not work?

    What is the effect of single-parent homes
    on achievement?
   No manipulation, the researcher investigates how
    scores on one variable or variables rise or fall as
    scores on other variables rise or fall.

       To what extent is there a relationship between
       preschool attendance and academic achievement in first
       graders?
Data are gathered by asking questions a group of individuals
called respondents.

Longitudinal – Panel (same subjects are surveyed at different
times), Trend (different people from the same general
population are surveyed at different times).

Cross sectional – studies a cross section of a population at a
single point in time.

    To what extent does teaching staff at TU differ in terms of their
    demographic characteristics?
A systematic attempt to establish facts and
understand the phenomena and arrive at a
conclusion about the past.

   How has mathematics changed in the past 50 years, and how
   does this change how it should be taught?
   How do the school textbooks during the Panchayat period (2017 –
   2047BS) portray nationalism and patriotism?
   In-depth study of naturally occurring behaviour
    within a culture or social group.

       How do student-teacher interactions and relationships
       affect mathematics learning?
   An in-depth study of a bounded system or unit such
    as a person, family, club, program, community etc;
    sometimes a longitudinal study.

    How do the first-graders develop computation skills in arithmetic?
   Discover or generate a theory grounded in
    the data.

       How do the children with poor cognitive
       achievement cope with learning difficulties in
       mathematics classroom?
   Understanding the essence of experiences as
    perceived by the participants.

       How do adults in an ethnic community experience
       mathematics in their everyday lives?

       How do adults having no formal schooling develop their
       own systems of learning and teaching mathematics in
       their everyday lives?
   Extensive interviews with individuals to collect first
    person narratives about their lives or events in which
    they participated.

       How do adult learners experience mathematics learning at
       various stages of their lives?
   Blends the researcher's own experience with
    scholarly research in order to present an idea, point,
    or argument about a particular topic.

     How do my struggles with learning mathematics correspond
     to those of others?
   Challenges the basic structures and ideologies that
    oppress women; goal – empowerment and
    emancipation of women.

       To what extent do mathematics textbooks manifest
       gender-based stereotypes and biases?
   Study of government policies and programs

       How are policy mandates of mathematics
       assessment being manifested in everyday
       practices?
   Assessment of the effectiveness of a
    program/To make decision about a program.

       To what extent do parents satisfied with the
       mathematics learning of their children? If not, what
       are the reasons?

       To what extent has the mathematics curriculum
       accomplished its objectives?
   Research undertaken to improve the program to be
    implemented or being implemented.

       What kinds of difficulties teachers face in
       implementing CAS in mathematics teaching?
   An emergent inquiry which includes designing and testing
    particular interventions. Interventions embody specific
    theoretical claims about teaching and learning, and reflect
    a commitment to understanding the relationships among
    theory, designed artefacts and practices.

   Continuous cycle of conceptualisation, design, enactment,
    analysis and redesign.

    ◦ Devising a computer-based mathematics curriculum for blind
      children.
   Small-scale study carried out by the practitioners to
    solve problems or improve practices within their own
    institutions/programs.

       Why do five ethnic children achieve poor grades in a
       mathematics achievement test despite introducing a
       remedial teaching for them?
   Discourse analysis
   Systematic review
   Critical study
   ………………………
   ………………………
   ………………………
“Live as if you were to die tomorrow..
 Learn as if you were to live forever…” -
                        -Gandhi

            Thank You

More Related Content

PDF
Qualitative data analysis
PPT
Chapter 10-DATA ANALYSIS & PRESENTATION
PPT
Quantitative data analysis - John Richardson
PPT
Chapter 15 Social Research
PPT
Advanced research methods
PDF
Thesis Defense Presentation
PPTX
Research Methodolgy Part 1
PPSX
Create your Personal Research Identifier/Profile
Qualitative data analysis
Chapter 10-DATA ANALYSIS & PRESENTATION
Quantitative data analysis - John Richardson
Chapter 15 Social Research
Advanced research methods
Thesis Defense Presentation
Research Methodolgy Part 1
Create your Personal Research Identifier/Profile

What's hot (20)

PPTX
Case study-research-method
PDF
Data extraction/coding and database structure in meta-analysis
PPT
Qualitative research designs
PPTX
TSL3133 Topic 3 Introduction to Various Types of Educational Research Design
PPT
Research methodology
PDF
Qualitative quantitative mixed method 2018
PDF
Research methodology part1
PPTX
General Introduction to Health research (Basic)
PPTX
Research Paradigms
PPTX
nursing research Chapter 5 for pbn 3rd year pu PU nepal
PPTX
Introduction to Quantitative Research Methods
PPTX
Research idea generation
PPTX
Paradigms
PPTX
BRI and Central Asia From Different Theoretical Perspectives
PDF
Dissertation Presentation
PPTX
Methods of data collection
PPTX
Research presentation powerpoint
PDF
Advance research methods
PPTX
Case study-research-method
Data extraction/coding and database structure in meta-analysis
Qualitative research designs
TSL3133 Topic 3 Introduction to Various Types of Educational Research Design
Research methodology
Qualitative quantitative mixed method 2018
Research methodology part1
General Introduction to Health research (Basic)
Research Paradigms
nursing research Chapter 5 for pbn 3rd year pu PU nepal
Introduction to Quantitative Research Methods
Research idea generation
Paradigms
BRI and Central Asia From Different Theoretical Perspectives
Dissertation Presentation
Methods of data collection
Research presentation powerpoint
Advance research methods
Ad

Viewers also liked (8)

PPTX
Making a Project a Complete Success with Post-Implementation Strategies | Jul...
PDF
Making the most of your project writting or supervusion experience
PPTX
Writting process
PPTX
Writting Research
PDF
PhD CV: Postdoctoral Research
PPTX
Action research proposal
PPTX
Thesis writing using apa format
PPT
APA Format Examples
Making a Project a Complete Success with Post-Implementation Strategies | Jul...
Making the most of your project writting or supervusion experience
Writting process
Writting Research
PhD CV: Postdoctoral Research
Action research proposal
Thesis writing using apa format
APA Format Examples
Ad

Similar to Thesis writting orientation (20)

PPTX
Unit_1_MPhil.Research methodology.pptx
PDF
Advance research methods
PPT
Yess4 Barbara Jaworski
PPTX
Qualitative vs
PPT
EDUCATIONAL RESEARCH: AN INTRODUCTION.ppt
PPTX
Research Paradigms.pptx
PPTX
Understanding and uses of questioning by Niroj Dahal
PPT
Chapter Session 1. Introduction.ppt
PPTX
The Nature and Purpose of Research.pptx
PDF
503381158-Chapter-1-Introduction-to-Research.pdf
PPTX
Chapter 1 Educational Research The Basics
PPT
Meaning and introduction to educational research
PPTX
Research Methods 2023 Notes Undergradute pptx (3).pptx
PPT
Research_Methods_Unit_1_2021.ppt
PPT
PPT
INTRODUCTION TO RESEARCH
PDF
RMD100Q Chapter1 Cohen AK revised
PDF
Lecture 10.5.10
PPT
Meaning of research
PPTX
Statistics and Probability Practical Research 2.pptx
Unit_1_MPhil.Research methodology.pptx
Advance research methods
Yess4 Barbara Jaworski
Qualitative vs
EDUCATIONAL RESEARCH: AN INTRODUCTION.ppt
Research Paradigms.pptx
Understanding and uses of questioning by Niroj Dahal
Chapter Session 1. Introduction.ppt
The Nature and Purpose of Research.pptx
503381158-Chapter-1-Introduction-to-Research.pdf
Chapter 1 Educational Research The Basics
Meaning and introduction to educational research
Research Methods 2023 Notes Undergradute pptx (3).pptx
Research_Methods_Unit_1_2021.ppt
INTRODUCTION TO RESEARCH
RMD100Q Chapter1 Cohen AK revised
Lecture 10.5.10
Meaning of research
Statistics and Probability Practical Research 2.pptx

More from Bed Dhakal (14)

DOCX
Projective plane visualization
DOCX
Homogeneous coordinate
PPTX
Teaching tips 2
PPTX
Teaching tips 1
PPTX
Curvature
DOCX
Teaching a plus b squared
PPTX
Scalar product of vectors
PPTX
PPTX
What is infinity
PPTX
Geometry Introduction-c
PPTX
Geometry Introduction-b
PPTX
Geometry Introduction-a
PPTX
Evolute and involute
PPTX
Differential Geometry presentation
Projective plane visualization
Homogeneous coordinate
Teaching tips 2
Teaching tips 1
Curvature
Teaching a plus b squared
Scalar product of vectors
What is infinity
Geometry Introduction-c
Geometry Introduction-b
Geometry Introduction-a
Evolute and involute
Differential Geometry presentation

Thesis writting orientation

  • 1. Peshal Khanal, PhD Central Department of Education Tribhuvan University 15 February, 2013
  • 2. Bertrand Russell has defined mathematics as the science in which we never know what we are talking about or whether what we are saying is true. Mathematics has been shown to apply widely in many other scientific fields. Hence, most other scientists do not know that they are talking about or whether what they are saying is true. - Joel Cohen, “On the nature of mathematical proofs” There are no proofs in mathematics education. - Henry Pollak
  • 3. Short, Sharp and Meaningful describing what the research is about. In qualitative research It may also be a ‘working title’ that the researcher will revise as his/her project develops.  Example of poor title An Investigation of a Survey and Analysis of the Influence of Program X on the Attitudes, Teaching Methodology, and Evaluative Techniques of Randomly Selected Male and Female Physical Education Teachers in Public High Schools in Kathmandu district A qualitative inquiry into how 7th graders develop problem solving skills in mathematics at selected public schools in Morang district  Better title Influence of Program X on Physical Education teachers’ attitude, teaching methodology and evaluation techniques (A qualitative inquiry into ) the development of problem solving skills in mathematics (among 7th graders) The use of technology in the teaching and learning of mathematics Transition from school to college mathematics
  • 4. How do students learn the abstract concepts behind differentiation and integration? How do students learn Linear Algebra, and how should it best be taught?
  • 5. 1. Does the title precisely identify the area of the problem? 2. Is the title clear, concise, free from jargon, and adequately descriptive to permit indexing the study in its proper category? 3. Does the title identify the key variables and provide some information about the scope of the study? 4. Are unnecessary words, such as “a study of,” “an investigation of,” and “an analysis of” avoided? 5. Do nouns, as opposed to adjectives, serve as the key words in the title?
  • 6. Research title comes from …..????  Research title comes from Research Problem(s)
  • 7. A research problem is a DISCREPANCY between what one knows and ought to know to solve a problem or to understand a phenomenon.  Research problems are EDUCATIONAL ISSUES OR CONCERNS studied by researchers.  A SITUATION OR CIRCUMSTANCE THAT REQUIRES A SOLUTION to be described, explained, or predicted. It is an unsatisfactory situation that wants you to confront.  A research problem refers to some DIFFICULTY that a researcher experiences in the context of either a theoretical or practical situation and wants to obtain a solution for the same.  Research problems are QUESTIONS THAT INDICATE GAPS in the scope or the certainty of our knowledge. They point either to problematic phenomena, observed events that are puzzling in terms of our currently accepted ideas, or to problematic theories, current ideas that are challenged by new hypotheses.
  • 8. Einstein: If I have one hour for solving the problem on which my life depends, I will devote 40 minutes to study the problem, 15 minutes to analyse it, and only 5 minutes to solve it.
  • 9. From where ??????? ◦ Curiosity ◦ Experience ◦ Information Gaps ◦ Social issues ◦ Controversy ◦ Replication ◦ Literature Review ◦ Other People ◦ ...???
  • 10. In selecting the research question consider whether or not it is: easible: in terms of time, place, money, equipment, subjects etc. nteresting : The question has to be interesting to the investigator, but should also be interesting to others. ovel: Has this study been done before? Does it add to the current body of knowledge? thical: Can the study be done in a way that does not subject subjects to excess risks? elevant: Will it further knowledge in the related field? Will the results change practice, policy or point towards further avenues of research?
  • 11. S – Specific  M – Measureable  A – Attainable  R – Realistic  T – Timely  Keep it (title) short and simple
  • 12. 1. Is there a difference in the science achievement of boys and girls exposed to the same science activity? 2. Should we teach sex education in elementary school? 3. What happens if the school day becomes longer? 4. How do students adjust in a school environment?
  • 13. 2. What is the difference in knowledge and attitude of fifth graders taught sex education compared to fifth graders who are not taught sex education? 3. What is the relationship between length of the school day and learning achievement of high school students?  Are the following questions researchable?  Is democracy a good form of government?  Should values clarification be taught in public schools?  Can crime be prevented?  Should physical education classes be dropped from the high school curriculum?
  • 14. A paradigm is a “worldview” or a set of assumptions about how things work.  “shared understandings of reality”; a set of beliefs about reality and knowledge that provides the researcher with a broad overview and direction of the research.  A paradigm encompasses three basic components – ONTOLOGY, EPISTEMOLOGY and METHODOLOGY.
  • 15. Ontology is the starting point of all research after which one’s epistemological and methodological positions logically follow.  An individual’s ontological position is their answer to the question – What is the nature of reality and what constitutes reality.
  • 16. Epistemology – what is knowledge? What is the relationship between knowledge and reality and between knower and would-be-knower? If there were no human beings, would there still be three basic types of rock? , Did the unconscious exist before Freud? Methodology – procedural strategy for acquiring knowledge about the phenomena under study.
  • 17. Positivism Interpretivism Ontology Naïve realism (only one reality that Relativism (multiple is observable, measureable) reality) Epistemology Dualism/objectivism (the Subjective/transact researcher and research ional; Created participants and the topic are findings independent to each other, findings (knowledge is independent of the researcher socially constructed) Methodology Controlled, ‘scientific’ experiment, Hermeneutical/dial measurement ectical, interaction
  • 19. ONTOLOGICAL ◦ Existence of objective, absolute truths ◦ Focus on operational definitions and rational explanations  EPISTEMOLOGICAL ◦ Researcher (knower) and object of study (known) independent – focus on objectivity ◦ Assumption that inquiry can approximate objectivity (value-free); disagreements between observers due to errors and/or observer biases  METHODOLOGICAL ◦ Replicability as a means for testing truth ◦ Focus on generalization ◦ Criteria – notions of internal/external validity
  • 20. ONTOLOGICAL ◦ Reality is local and specific ◦ Constructions cannot be absolutely true or correct (but can be less sophisticated/informed) ◦ Reality actively constructed rather than discovered  EPISTEMOLOGICAL ◦ Researcher and object of study inherently dependent ◦ Inquiry inherently value-bound ◦ Multiple interpretations can be equally valid  METHODOLOGICAL ◦ Focus on induction ◦ Relative lack of emphasis on generality – use purposive samples ◦ Criteria – trustworthiness, credibility, transferability, confirmability
  • 21. A scientific investigation in which the researcher manipulates one or more independent variables, controls any other relevant variables, and observes the effect of the manipulations on the dependent variable(s). Peer tutoring and cooperative learning in undergraduate mathematics The use of team-based learning Bilingual teaching and learning in mathematics Play as a means of motivation in mathematics learning
  • 22. When the researcher can not manipulate independent variable; the research is conducted after variation in the variable of interest has already been determined in the natural course of events. Do the students who work during their college year have lower grades than students who do not work? What is the effect of single-parent homes on achievement?
  • 23. No manipulation, the researcher investigates how scores on one variable or variables rise or fall as scores on other variables rise or fall. To what extent is there a relationship between preschool attendance and academic achievement in first graders?
  • 24. Data are gathered by asking questions a group of individuals called respondents. Longitudinal – Panel (same subjects are surveyed at different times), Trend (different people from the same general population are surveyed at different times). Cross sectional – studies a cross section of a population at a single point in time. To what extent does teaching staff at TU differ in terms of their demographic characteristics?
  • 25. A systematic attempt to establish facts and understand the phenomena and arrive at a conclusion about the past. How has mathematics changed in the past 50 years, and how does this change how it should be taught? How do the school textbooks during the Panchayat period (2017 – 2047BS) portray nationalism and patriotism?
  • 26. In-depth study of naturally occurring behaviour within a culture or social group. How do student-teacher interactions and relationships affect mathematics learning?
  • 27. An in-depth study of a bounded system or unit such as a person, family, club, program, community etc; sometimes a longitudinal study. How do the first-graders develop computation skills in arithmetic?
  • 28. Discover or generate a theory grounded in the data. How do the children with poor cognitive achievement cope with learning difficulties in mathematics classroom?
  • 29. Understanding the essence of experiences as perceived by the participants. How do adults in an ethnic community experience mathematics in their everyday lives? How do adults having no formal schooling develop their own systems of learning and teaching mathematics in their everyday lives?
  • 30. Extensive interviews with individuals to collect first person narratives about their lives or events in which they participated. How do adult learners experience mathematics learning at various stages of their lives?
  • 31. Blends the researcher's own experience with scholarly research in order to present an idea, point, or argument about a particular topic. How do my struggles with learning mathematics correspond to those of others?
  • 32. Challenges the basic structures and ideologies that oppress women; goal – empowerment and emancipation of women. To what extent do mathematics textbooks manifest gender-based stereotypes and biases?
  • 33. Study of government policies and programs How are policy mandates of mathematics assessment being manifested in everyday practices?
  • 34. Assessment of the effectiveness of a program/To make decision about a program. To what extent do parents satisfied with the mathematics learning of their children? If not, what are the reasons? To what extent has the mathematics curriculum accomplished its objectives?
  • 35. Research undertaken to improve the program to be implemented or being implemented. What kinds of difficulties teachers face in implementing CAS in mathematics teaching?
  • 36. An emergent inquiry which includes designing and testing particular interventions. Interventions embody specific theoretical claims about teaching and learning, and reflect a commitment to understanding the relationships among theory, designed artefacts and practices.  Continuous cycle of conceptualisation, design, enactment, analysis and redesign. ◦ Devising a computer-based mathematics curriculum for blind children.
  • 37. Small-scale study carried out by the practitioners to solve problems or improve practices within their own institutions/programs. Why do five ethnic children achieve poor grades in a mathematics achievement test despite introducing a remedial teaching for them?
  • 38. Discourse analysis  Systematic review  Critical study  ………………………  ………………………  ………………………
  • 39. “Live as if you were to die tomorrow.. Learn as if you were to live forever…” - -Gandhi Thank You