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dc.contributor.advisor Maoto, Satsope Maphutha, Beauty Kgaladi 2013-04-19T12:10:59Z 2013-04-19T12:10:59Z 2012
dc.description Thesis (M.ED. (Mathematics Education)) -- University of Limpopo, 2012 en_US
dc.description.abstract This study investigated Mathematics teachers’ beliefs about the nature of Mathematics and their impact on classroom practices. It was conducted in a public semi-urban school in the Capricorn District-Limpopo Province. It was a case study targeting two FET teachers with teaching experiences of 15 years or more. The central research questions addressed in this study are, namely: What are Mathematics teachers’ beliefs about the nature of Mathematics? And, what is the relationship between teachers’ beliefs and their classroom practices? Data were collected through pre-observation interviews, classroom observation and through post observation interviews. Pre-observation interviews were conducted once before the participants were observed. I was a complete observer during my colleagues’ lessons. Interviews and observations data were analysed using categorisation and interpretation of data in terms of common themes and synthesis into an overall portrait of the case. Each case study teacher’s data were analysed individually (that is within-case analysis) first and thereafter cross-case analysis was done in order to compare the two case studies. en_US
dc.format.extent vii, 124 leaves : ill. en_US
dc.language.iso en en_US
dc.relation.requires Adobe acrobat reader, version 7 en_US
dc.subject Mathematics teaching en_US
dc.subject Teachers' beliefs en_US
dc.subject.lcsh Mathematics -- Study and teaching en_US
dc.subject.lcsh Mathematics teachers en_US
dc.title Investigating mathematics teachers’ beliefs about the nature of mathematics and their impact on classroom practices en_US
dc.type Thesis en_US

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