Browsing by Author "Broomes, Desmond R."
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Item A study of the mathematics achievement of first-year and second-year students at Erdiston Teachers' College, January 1972(Institute of Education. UWI, 1972) Broomes, Desmond R.;This study compared the performance of first- and second-year students, who were attending Erdiston Teachers' College as at June 1971, on mathematics tests. Mathematics Part I of the Final Year Mathematics Examination (1971) was administered to 102 second-year students and 99 first-year students at the college in June 1971. The main findings were that: 1) for both year groups, the mean performance of the male students was significantly better than the female students; 2) within both year groups, there were recognizable sub-groups of students of widely varying abilities in mathematics; 3) the main performance of the second-year students was significantly better than that of the first-year students; 4) the cognitive behaviours for the items on which both first-year and second-year students did not perform well, included mainly knowledge of terminology and knowledge of concepts; and 5) the content of items on which the first-year students performed significantly better than the second-year students was based on topics about mathematical properties and structuresItem A study of the mathematics performance of students at teachers' colleges in Antigua, Barbados, Grenada, St. Lucia and St. Vincent during 1966(Institute of Education, UWI, 1967) Broomes, Desmond R.;Item Caribbean Mathematics Project(Longmans Caribbean, 1975) ; Broomes, Desmond R.This collection contains the following: v.1: Decimal notation; v.2: Fractional numbers; v.3: Mapping; v.4: Measurement of area; v.5: Measurement of length; v.6: Multiplication of whole numbers; v.7: Prime numbers and factors, and v.8: Statistics. The materials were based, to a great extent, on the ideas and research of teachers from the secondary schools of the Eastern CaribbeanItem Case for alternative teacher-training programmes for secondary school teachers in the Eastern Caribbean territories: Designing a teacher training programme for secondary teachers in Eastern Caribbean countries(Office of University Services, UWI, 1988) Broomes, Desmond R.;Item Comparison of mathematics achievement of students in five teachers' colleges in 1967 and 1971(Institute of Education. UWI, 1972) Broomes, Desmond R.;This study compared the mathematics performance of students in teachers' colleges in the Eastern Caribbean in 1967 and in 1971, and attempted to identify differences in the mathematics curriculum in the two years, as reflected in the final year examination. Ten test items used in the Final Year Mathematics Examination for teachers' colleges in 1967 were included in the 1971 examination, and facility indices were prepared for the items. Comparison of the facility indices for groups of male and female candidates, and for each of the colleges showed that: 1) mathematics performance of the male candidates was better than that of the female candidates; 2) the profile of the performance of the male candidates on the items was very similar to the profile of the female candidates; 3) performance on five items remained unchanged over the 5-year period; and 4) performance on two of the three items that registered substantial changes over the period showed that, for some colleges, the performance did not change over the periodItem Constructing and organising mathematics programmes in teachers' colleges(School of Education, UWI, 1981) Broomes, Desmond R.; King, Winston K.Item Curriculum developments in mathematics for teachers' colleges in the Caribbean(Jan. 1968) Broomes, Desmond R.;This is a proposal for a project that seeks to: 1) examine the mathematics programme in teachers' colleges in order to select relevant teacher training materials, 2) determine the mathematical competencies crucial for primary and junior secondary teachers, and 3) produce materials and expertise to sustain and develop the findings relating to the abovementionedItem Dimensions of practical teaching - Manual for use with assessing practical teaching form(Faculty of Education, UWI|) Broomes, Desmond R.;Item Goals of mathematics for rural development(UNESCO, 1981) Broomes, Desmond R.; Morris, Robert W.This paper briefly discusses the nature of rural development and the role of education within rural development, and asserts that the major problem for developing countries is to ruralize the curriculum, that is, to inculcate appropriate social attitudes for living and working together in rural communities. Five goals of mathematics for rural development are discussed: 1) the preparation of citizens as users of mathematics, 2) the contribution of mathematicians to cultural synthesis, 3) mathematics as an educative force in every person's life, 4) training of mathematics and other mathematical scientists, and 5) mathematics as a science with its own unique characteristics and beautyItem Management and evaluation in primary schools(Ministry of Education, 1989) Broomes, Desmond R.; Barbados. Ministry of Education. Planning and Research UnitItem Manual for preschool assessment in modern mathematics(School of Education, UWI, 1976) Broomes, Desmond R.;To ascertain the nature of mathematical concepts held by preschool children in Guyana, the School Assessment in Mathematics was constructed and administered to about 1,200 children entering Grade 1. The data obtained were used to produce the present version. The test is designed to measure the mathematical achievement of children in seven topics: numbers and operations, measurement, geometry, functions and graphs, sets, logic, and applicationsItem Mathematics and teacher education(Jan. 1968) Broomes, Desmond R.;This paper asserts that teacher education must be concerned with the philosophy, subject matter, and methodology of mathematics, it must be founded on a valid conception of the nature of mathematics, and it must deal with how children grow and learn, how to select and present materials, and how to evaluate what has been done. The need for research is also emphasizedItem Mathematics in Caribbean classrooms(1993-1994) Broomes, Desmond R.;Item Mathematics, curriculum and evaluation: Caribbean experiences(Apr. 1974) Broomes, Desmond R.;This article examines certain features of the Caribbean Mathematics Project, a curriculum development project for pupils in the 12-15 age group. Three types of strategies--curriculum development, mathematics curriculum, and mathematics--were implemented by means of round table meetings, workshops, action research, and school visits. The way learning process has been conceptualized and the way in which the teaching act and curriculum development have been formulated have facilitated the emergence of three types of evaluation procedures--initial, formative, and summativeItem Problems of defining the mathematics curriculum in rural communities(Birkhauser, 1983) Broomes, Desmond R.; Zweng, MarilynRuralization of primary education implies, inter-alia, that primary mathematics education should be designed to ensure at least a threshold level of mathematical learning required for effective participation in rural communities. Three examples in the instructional design of mathematics education are given: a village water-supply scheme, the school farm plot, and constructing a hen-house. Three strategies for developing, implementing, and evaluating an appropriate mathematics curriculum for rural communities are discussed. The first emerges from a search for answers to the question: What part should mathematics play in education and in the curriculum of all children? The second is a community involvement strategy and the third is an evaluation strategyItem Psychological and sociological correlates of mathematics achievement and ability among Grade 9 students(1971) Broomes, Desmond R.;This study sought to investigate inter-individual differences in mathematical performance among secondary school students, as well as between-group differences in mathematical performance of boys and girls, and of high and low socio-economic status. The criterion variables were three mathematics achievement tests, and together with reference tests for number and a standardized intelligence test, formed the battery of tests used in the study. The sample consisted of 335 Grade 9 students (144 boys, 191 girls; 147 in the high socio-economic group (HSES), 188 in the low socio-economic group (LSES)) of mean age 14.8 years, randomly selected from two large secondary schools, representative of the socio-economic levels of the district. Results of the data analysis revealed that: 1) Grade 9 students who received high scores in mathematics knowledge, and mathematics comprehension and application tests were better adjusted personally and socially; they also had more favourable scores on tests of attitude towards mathematics; 2) high achievers in mathematics knowledge, comprehension and application, and problem solving showed a higher and more favourable personality profile than those students who were high achievers in mathematics knowledge, and mathematics comprehension and application, or those who were high achievers in mathematics knowledge only; 3) those who were high achievers in mathematics knowledge and problem solving showed higher and more favourable personality profiles than those students who were high achievers on mathematics knowledge; 4) personality correlates of mathematics achievement appeared different for boys and girls; boys who obtained high scores on tests of mathematics application had more favourable scores on personal adjustment, and those who obtained high scores in problem solving had more favourable scores on social adjustment; girls who had high scores on tests of mathematics knowledge and application tended to obtain more favourable scores on social adjustment, in particular on school relations. They also had more favourable scores on tests of mathematics attitude; and 5) personality correlates of mathematics achievement also appeared different for HSES and LSES groups; those in the LSES group who did well on tests of mathematics application obtained higher and more favourable scores on tests of personal and social adjustmentItem Report on a Mathematics Study Conference held in St. Lucia during December 1966(Institute of Education, UWI, 1967) ; Broomes, Desmond R.The contents of the three volumes of this report are as follows: v.1: Goals in mathematics education for teachers' colleges; v.2: Content in mathematics for teachers' colleges, and v.3: Tests in mathematics for teachers' collegesItem Some issues and problems in pretesting and analysing items and questions used in C.X.C. examinations(Caribbean Examinaton Council (CXC), 2000) Broomes, Desmond R.Three broad questions guide the scope and structure of this paper: 1) What are the reasons for pretesting test items and questions? What are the processes involved in pretesting test items and questions? and 3) What statistical methods may be used for analysing and reporting individual test items and questions?Item Some psychological principles used in teaching and learning mathematics(School of Education, UWI, 1980) Broomes, Desmond R.;