A Case Study of Teacher Beliefs on Students' Beliefs About Multiple Representations  

Oleh:

Norwood, Karen S. ; Patterson, Nikita D.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 2 no. 1 (2004), page 5-24.
Topik: representations; beliefs; intermediate algebra; mathematics instruction; multiple representations; technology; undergraduate students

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. The focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. Implications for further research were that teacher training is essential if reform curricula are to be properly implemented.

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