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Peer reviewed Peer reviewed
Ruthven, Kenneth; Coe, Robert – Educational Studies in Mathematics, 1994
Views of (n=70) 16- and 17-year olds on mathematical knowledge, activity, and learning were analyzed using factorial techniques. Findings suggest there was no simple systematic relationship between beliefs about the nature of mathematical knowledge and the teaching and learning of mathematics. (19 references) (Author/MKR)
Descriptors: Beliefs, Cognitive Structures, Learning Processes, Mathematics Education
Gimenez, Carmen Azcarate – Epsilon, 1992
Presents a study to determine students' concept of slope carried out in three classes of the second form before introducing the notion of derivative. Discusses the meaning of conceptual framework and reviews literature on slope. Analyzes student responses to a questionnaire for mathematical content and expression and interprets the results. (MDH)
Descriptors: Cognitive Measurement, Cognitive Structures, Foreign Countries, Mathematics Curriculum
Peer reviewed Peer reviewed
Even, Ruhama – Journal for Research in Mathematics Education, 1993
Analyzed questionnaire responses of 152 prospective secondary mathematics teachers, 10 of whom were interviewed, to investigate their knowledge of the concept of function. Results indicated that many did not have a modern concept of function, a limitation that influenced their pedagogical approach. (Contains 45 references.) (MDH)
Descriptors: Cognitive Structures, Functions (Mathematics), Higher Education, Interviews
Terranova, Mary Ellen Schmidt – 1990
This study investigated barriers to calculator use in elementary school classrooms. Teachers (n=348) and principals (n=30) in western New York State were surveyed in 1988 about their feelings and beliefs about calculator use. Analysis of the responses found that teachers and principals believed that calculators should be used in elementary…
Descriptors: Administrator Attitudes, Affective Behavior, Affective Measures, Attitude Measures