Abstract
Student responses to a structured questionnaire concerned with views on mathematical knowledge, activity and learning, were analysed and interpreted using factorial techniques. The constructs which emerge from the analysis may provide heuristically useful for understanding student beliefs. The findings suggest that there is no simple systematic relationship between beliefs about the nature of mathematical knowledge and activity and about the teaching and learning of mathematics.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
