Mathematical Beliefs — A Search for a Common Ground: Some.
These final categories provided the information on which to compare the beliefs of the study group pupils. The basis for comparison was the pupils' mathematical setting and their positions in yearly examinations. Data from across the study were used to provide case studies of three pupils. The main conclusions were that beliefs and attitudes do.
The methodology for this study evolved from an interest in finding holistic methods of investigating the mathematics beliefs and attitudes of one Botswana pre-service primary teacher. The evaluation strategy most appropriate to gain insight into the pre-service teacher's beliefs about and attitudes toward mathematics from her perspective is the illuminative and qualitative approach. This.
The purpose of this study is to examine the relationship between mathematics self-efficacy beliefs and sources of self-efficacy in two elementary school students whose mathematics achievement are at different levels. Case study design, which is one of the qualitative research designs, was used in the study. Two 4th grade elementary school students have participated in the study, one with high.
The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the.
Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions - Ebook written by Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen, Gerald A Goldin. Read this book using Google Play Books app on your PC.
Internal factors of the participants’ own attitudes and beliefs were perceived to be “a facilitative (emphasis in original) factor, providing the passion and drive needed to devote extra time and effort to enact their strong beliefs about good teaching and learning” (p. 433). The authors indicated that beliefs were not enough to ensure student-centered practices, unless what they.
Here is a list of PhD and EdD theses completed in the recent past at the Faculty of Education. Name: Topic: Supervisor: Year of Completion: Maria Luisa Alonso: Poetry for young people and cultural imbalances: a postcolonial approach to the current situation in Spain and France. David Whitley: 2017-2018: Nazipa Ayubayeva: Teacher collaboration for professional learning: a case study of three.