Students' beliefs about learning mathematics: Some findings from the Solomon Islands

Kele, Andriane; Sharma, Sashi

doi:10.15663/tandc.v14i1.92

Cited by 18 publications

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“…Teachers can do many things to facilitate the classroom learning to alleviate students' engagement level and confidence in learning mathematics (Attard, 2012;Kele & Sharma, 2014). According to Sullivan and McDonough (2007), teachers can find ways to encourage student engagement and confidence in learning mathematics.…”

Section: Students' Attitudes Towards Learning Mathematicsmentioning

confidence: 99%

“…Learning mathematics does not only involve thinking and reasoning, it is dependent on the attitudes of the learners towards learning and mathematics (Anthony & Walshaw, 2007;Grootenboer, Lomas, & Ingram, 2008;Kele & Sharma, 2014). Han and Carpenter (2014) state that attitudes consist of cognitive, affective and behavioural reactions that individuals display towards an object or the surrounding based on their feelings or interest.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have concluded that students' attitudes play a vital role in the learning of mathematics (Ingram, 2015;Kele & Sharma, 2014) However, only a few studies have investigated the effects of teaching mathematics in a sporting context on students' attitudes towards learning mathematics. Most of the research investigated the effects of sports on academic outcomes (Robinson, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

Sanchal¹,

Sharma

2017

tandc

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Section: Students' Attitudes Towards Learning Mathematicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

Sanchal¹,

Sharma

2017

tandc

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“…In fact, there are other factors that might contribute to students' difficulties with fractions. For example, as reported by Kele and Sharma (2014) that students' beliefs and attitudes can impact on students' mathematics performance. Classroom characteristics and parental attitudes are also important factors that need to be considered with respect students' mathematics learning (see e.g.…”

Section: Resultsmentioning

confidence: 98%

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

Wijaya¹

2017

INT J INSTRUCTION

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This paper reports an exploration into Indonesian fourth graders' difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of 'opportunity to learn' is often considered as a framework to investigate possible reasons for students' difficulties. The data for this study was drawn from TIMSS 2015 that comprised test results and teachers' responses to TIMSS Teacher Questionnaire. The test and questionnaire data were analysed by using descriptive statistics. In addition to test and questionnaire, this study also included an analysis of Indonesian textbooks in order to get a broader scope of the opportunity to learn. Qualitative approach was used to analyse the textbooks. The analysis of the TIMSS results shows Indonesian students' low conceptual understanding of fractions. Three possible reasons for students' low conceptual understanding were revealed. First, the content of Indonesian curriculum that gave low emphasis on basic concepts of fractions and introduced operations of fractions too early. Second, the Indonesian mathematics textbooks only presented one definition of fractions, i.e. fractions as parts of wholes. Third, there is a limited use of models or representations of fractions in the classroom practices.

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“…The affective domain is one of the important dimensions of mathematics learning (Grootenboer, Lomas & Ingram, 2008;Kele & Sharma, 2014). A country's national curriculum documents should provide a good guide as to how, realistically, knowledge about beliefs and attitudes, and the possible barriers to learning they might create, are effectively enacted (Kele & Sharma, 2014).…”

Section: Introductionmentioning

confidence: 99%

Factors impacted on students’ beliefs and attitudes toward learning mathematics: Some findings from the Solomon Islands

Kele¹

2018

Waikato Journal of Education

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Students' beliefs about learning mathematics: Some findings from the Solomon Islands

Cited by 18 publications

References 0 publications

Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

Factors impacted on students’ beliefs and attitudes toward learning mathematics: Some findings from the Solomon Islands

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