Upper Secondary Mathematics Teachers’ epistemological beliefs concerning the nature of mathematics
Résumé
This study aimed to explore the structure and level of Grade 10-12 mathematics teachers’ epistemological beliefs regarding the nature of mathematics. Data was drawn from the international comparative study New Open Research: Beliefs about Teaching Mathematics (NorBa) investigating mathematics teachers’ beliefs in more than 15 countries. A total of 147 mathematics teachers completed the NorBa’s questionnaire in Cyprus. Exploratory factor analysis was employed to explore the underlying structure of mathematics teachers’ epistemological beliefs and MANOVA was employed to examine for differences in epistemological beliefs in relation to background characteristics. The results are discussed and compared with those of other countries in an attempt to explore for cultural differences.
Origine : Fichiers produits par l'(les) auteur(s)
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