Aspiring Mathematicians: Students' Views regarding What It Takes to Be Successful in Mathematics

Autor/in	Ampadu, Ernest
Titel	Aspiring Mathematicians: Students' Views regarding What It Takes to Be Successful in Mathematics
Quelle	In: International Journal for Mathematics Teaching and Learning, (2013), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Theory Practice Relationship; Student Attitudes; Teaching Methods; Mathematics Instruction; Junior High School Students; Junior High Schools; Professional Personnel; Mathematical Concepts; Mathematics Education; Mathematics Teachers; Constructivism (Learning); Curriculum; Foreign Countries; Interviews; Ghana + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Personalbestand; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Ausland; Interviewing; Interviewtechnik
Abstract	This article explores junior high school students' views regarding what it takes to be successful in mathematics. Qualitative and quantitative methods were employed to collect and analyse data, describe and interpret junior high school students (12-14 years) perceptions about what it takes to be successful in mathematics. 22 students from four (two urban and two rural) selected junior high schools were interviewed and the individual responses were transcribed, summarised, quantified and presented graphically. The results revealed that students acknowledge the importance of student-centred approaches to learning, the importance of group work in the understanding and acquisition of mathematical skills and concepts. However, despite the wide spread recognition of the importance of student-centred teaching and learning approaches, most students consider following the teacher's approach as the key to effective learning. The results also suggested that the teacher is an active participant in the teaching and learning process, as his/her actions are considered to be triggers for students' learning. It is therefore proposed that a new approach of teaching and learning where the teacher and the student are considered as partners in the teaching-learning process is desirable in bridging the gap between theory and practice in mathematics classrooms. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10