An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers

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dc.contributor.authorBurgoyne, Nicoletteen_ZA
dc.date.accessioned2014-12-26T14:23:12Z
dc.date.available2014-12-26T14:23:12Z
dc.date.issued2007en_ZA
dc.descriptionIncludes bibliographical references (leaves 70-74).en_ZA
dc.description.abstractMany learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed.en_ZA
dc.identifier.apacitationBurgoyne, N. (2007). <i>An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10156en_ZA
dc.identifier.chicagocitationBurgoyne, Nicolette. <i>"An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2007. http://hdl.handle.net/11427/10156en_ZA
dc.identifier.citationBurgoyne, N. 2007. An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Burgoyne, Nicolette AB - Many learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed. DA - 2007 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 T1 - An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers TI - An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers UR - http://hdl.handle.net/11427/10156 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10156
dc.identifier.vancouvercitationBurgoyne N. An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2007 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10156en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeachingen_ZA
dc.titleAn enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachersen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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