Impact of teachers? beliefs on mathematics education

Impact of teachers? beliefs on mathematics education

Author: 
Bayaga, Anass
Publisher: 
Taylor & Francis
Date published: 
2015
Record type: 
Responsibility: 
Wadesango, Newman, jt. author
Wadesango, Ongayi Vongai, jt. author
Journal Title: 
Africa Education Review
Source: 
Africa Education Review, Vol. 12, Issue No. 2, 2015, pp. 280-293
Abstract: 

The objective of the current study was to analyse 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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CITATION: Bayaga, Anass. Impact of teachers? beliefs on mathematics education . : Taylor & Francis , 2015. Africa Education Review, Vol. 12, Issue No. 2, 2015, pp. 280-293 - Available at: https://library.au.int/impact-teachers-beliefs-mathematics-education-1