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.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 3 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 3 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 3 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 8 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago