Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/6072
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dc.contributor.authorDavis, Ernest Kofi-
dc.contributor.authorSeah, Wee Tiong-
dc.contributor.authorTiong, Wee-
dc.contributor.authorHoward, Nathaniel-
dc.contributor.authorWilmot, Eric Magnus-
dc.date.accessioned2021-09-08T12:29:01Z-
dc.date.available2021-09-08T12:29:01Z-
dc.date.issued2019-
dc.identifier.issn23105496-
dc.identifier.urihttp://hdl.handle.net/123456789/6072-
dc.description15p:, ill.en_US
dc.description.abstractValuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The results suggest that Ghanaian senior high school students found connections, understanding, fluency, learning technologies, feedback, instructional materials, open-endedness and problem-solving important in their mathematics learning. Implications of the findings for curriculum delivery in mathematics and future research opportunities are also discusseden_US
dc.language.isoenen_US
dc.publisherUniversity of Cape Coasten_US
dc.subjectConnectionsen_US
dc.subjectExplicit valuesen_US
dc.subjectImplicit valuesen_US
dc.subjectPedagogical valuesen_US
dc.subjectUnderstandingen_US
dc.titleThe attributes of mathematics learning which Ghanaian senior high school students valueen_US
dc.typeArticleen_US
Appears in Collections:Department of Mathematics & Statistics

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