Impact of teacher's beliefs on mathematics education / created by Anass Bayaga

By:

Bayaga, Anass [author]

Contributor(s):

Material type: Text

TextSeries: Africa education review ; Volume 12 , number 2,Pretoria: Unisa Press and Routledge, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

18146627

Subject(s):

LOC classification:

L81.A33 AFR

Online resources:

Click here to access online

Summary: The objective of the current study was to analyze the impact of teachers’ personal theory and beliefs (PTB) towards Mathematics teaching. A total of 183 respondents were involved in this study, using the stratified random sampling method with Cronbach's alpha of 0.87. Due to the objective of the research and the hypothesis, it was positioned within the positivist paradigm following a survey design, concentrating on Bachelor of Education and Postgraduate Certificate Education students, with a quantitative approach. The instrument of data collection was a structured questionnaire schedule. All selected respondents (using a questionnaire) were students of University of Fort Hare, enrolled in either the Bachelor of Education (BEd) or Postgraduate Certificate of Education (PGCE) programme. Using analysis of variance (ANOVA), the results revealed that there was no significant effect of age and race on learning of Mathematics amongst BEds and PGCEs candidates.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	L81.A33AFR (Browse shelf(Opens below))	Vol, 12, no.2 pages280-293	SP24352	Not for loan	For in-house use only

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The objective of the current study was to analyze the impact of teachers’ personal theory and beliefs (PTB) towards Mathematics teaching. A total of 183 respondents were involved in this study, using the stratified random sampling method with Cronbach's alpha of 0.87. Due to the objective of the research and the hypothesis, it was positioned within the positivist paradigm following a survey design, concentrating on Bachelor of Education and Postgraduate Certificate Education students, with a quantitative approach. The instrument of data collection was a structured questionnaire schedule. All selected respondents (using a questionnaire) were students of University of Fort Hare, enrolled in either the Bachelor of Education (BEd) or Postgraduate Certificate of Education (PGCE) programme. Using analysis of variance (ANOVA), the results revealed that there was no significant effect of age and race on learning of Mathematics amongst BEds and PGCEs candidates.

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