Literaturnachweis - Detailanzeige
| Autor/in | Mapolelo, Dumma C. |
|---|---|
| Titel | Students' Experiences with Mathematics Teaching and Learning: Listening to Unheard Voices |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 40 (2009) 3, S.309-322 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| Schlagwörter | Mathematics Education; Student Attitudes; Teaching Methods; Secondary School Students; Learning Processes; Classroom Environment; Secondary School Mathematics; Interviews; Observation; Questionnaires; Comprehension; Lecture Method; Barriers; Language Usage; Foreign Countries; Botswana |
| Abstract | This study documents students' views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students' views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students' views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons. (Contains 2 notes.) (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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