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dc.contributor.author Mapolelo, Dumma C.
dc.date.accessioned 2012-11-15T13:01:50Z
dc.date.available 2012-11-15T13:01:50Z
dc.date.issued 2009-04-15
dc.identifier.citation Mapolelo, Dumma C. (2009) Students' experiences with mathematics teaching and learning: listening to unheard voices', International Journal of Mathematical Education in Science and Technology, Vol. 40, No. 3, pp. 309-322 en_US
dc.identifier.issn 0020–739X (print); 1464–5211 (online)
dc.identifier.uri http://hdl.handle.net/10311/1049
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Taylor & Francis, http://www.informaworld.com en_US
dc.subject Mathematics teaching and learning en_US
dc.subject Classroom experiences en_US
dc.subject Qualitative approach en_US
dc.title Students' experiences with mathematics teaching and learning: listening to unheard voices en_US
dc.type Published Article en_US
dc.link http://www.tandfonline.com/doi/abs/10.1080/00207390802642229 en_US


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