IMLSN, Irish *Mathematics* learning Support Netwo
in * Jun 28, 2015
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Abstracts of the 9th Annual Irish Workshop on *Mathematics* Learning Support

Rampersad, Roger
in * 2003
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*Mathematics* 436 is the advanced *mathematics* course offered to students in secondary IV in the province of Quebec. Although the course is designed to challenge students in the advanced stream, it has produced a high number of failures. This study examines the relationship between *mathematics* anxiety and achievement in *Mathematics* 436. Fifty-six stud...

Crisan, C Rodd, M
in * Nov 19, 2011
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To address the shortage of *mathematics* teachers in England, serving teachers, qualified in subjects other than *mathematics* yet teaching secondary *mathematics*, were eligible to participate in a *Mathematics* Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research projectwas set up to invest...

Maxwell, N
in * January 2010
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What implications does wisdom-inquiry have for *mathematics*? Is not *mathematics* an especially secure branch of knowledge, immune to any changes that may be brought about by moving from knowledge-inquiry to wisdom-inquiry? All the well-known views that construe *mathematics* as a body of knowledge fail, however, to solve the fundamental problem: What c...

Crisan, C Rodd, M
in * Nov 19, 2011
*

To address the shortage of *mathematics* teachers in England, serving teachers, qualified in subjects other than *mathematics* yet teaching secondary *mathematics*, were eligible to participate in a *Mathematics* Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research project was set up to inves...

Tahir, Diana
in * Jan 01, 2016
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Swedish teachers tend to use *mathematics* textbooks in their teaching to a large extent. How teachers’ beliefs impact their teaching is however, debated. Therefore, this study investigated the relationship between teachers’ use of *mathematics* textbooks and their beliefs about *mathematics*, *mathematics* teaching and learning *mathematics*. Eight 1-3 grad...

Mereku, D.K
in * Nov 02, 2010
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In this paper, an attempt had been made to provide a historical background to the development of school *mathematics* in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in teaching *mathematics* and the culture of learning the subject. Some recommendations have been made to improve students...

in * Nov 02, 2011
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Many elementary teachers have been found to have high levels of Many elementary teachers have been found to have high levels of *mathematics* anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified *Mathematics* Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety ...

Van Atten, Mark
in * Jan 01, 2006
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Three different ways of connecting Husserlian phenomenology and *mathematics* come to mind at once: (1) One can study the role of *mathematics* in the historical development of phenomenology; (2) One can study differences between phenomenology and *mathematics* as sciences; and (3) One can apply phenomenology to *mathematics* considered as a performance of...

Davis, E.K Bishop, A.J Tiong Seah, W
in * Nov 02, 2010
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Researchers are now pointing to the fact that *mathematics* that was once regarded as culturei2 and value free is no longer regarded as such. Views about the nature of mathematical facts being absolute and unquestionable have changed in recent times. *Mathematics* education researchers have therefore highlighted the need for the recognition of children...