Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala

Autor/inn/en	Gafoor, Kunnathodi Abdul; Sarabi, M. K.
Titel	Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala
Quelle	4 (2016) 1-2, S.536-548 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-9038
Schlagwörter	Foreign Countries; Student Attitudes; Mathematics Education; Secondary School Mathematics; Secondary School Students; Grade 9; Mathematics Achievement; Questionnaires; Achievement Tests; Mathematics Tests; Mathematical Concepts; Mathematics Instruction; Difficulty Level; India + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Mathematische Bildung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Indien
Abstract	This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out of it. Test on Achievement of Prerequisites in Mathematics on Basic operations, Rational numbers and exponents, Geometry, Algebra, and Daily Mathematics was conducted. Overall achievement in mathematics and achievement in its component areas are influenced more by difficulties arising from nature of content than teaching learning process and learning technique. Achievement in daily mathematics is influenced by difficulties arising out of teaching learning process. Findings implies that special nature of mathematics is to be considered in adapting teaching learning to reduce difficulties in learning it. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01