This paper deals with the application of a fuzzy set in measuring teachers’ beliefs about mathematics. The vagueness of beliefs was transformed into standard mathematical values using a fuzzy preferences model. The study employed a fuzzy approach questionnaire which consists of six attributes for measuring mathematics teachers’ beliefs about mathematics. The fuzzy conjoint analysis approach based on fuzzy set theory was used to analyze the data from twenty three mathematics teachers from four secondary schools in Terengganu, Malaysia. Teachers’ beliefs were recorded in form of degrees of similarity and its level of agreement. The attribute ‘Drills and practice is one of the best ways of learning mathematics’ scored the highest degree of similarity at 0.79860 with level of ‘strongly agree’. The results showed that the teachers’ beliefs about mathematics were varied. This is shown by different levels of agreement and degrees of similarity of the measured attributes.
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 month ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 1 month ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 1 month ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 5 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 6 months ago