An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique

An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique

The present study aims to explore the factors underlying student-teachers' perceptions concerning 3D-descriptive geometry education in Mozambique. Elements of a grounded theory mixed methods approach were employed to gather data from a series of six focus groups' discussions, ten interview...

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Bibliographic Details
Main Author: Costa, Daniel Dinis
Published: University of Newcastle Upon Tyne 2008
Subjects:
510.71
Online Access:http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491826
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spelling ndltd-bl.uk-oai-ethos.bl.uk-4918262015-03-20T05:03:35ZAn analysis of student teachers' perceptions of 3D-descriptive geometry education in MozambiqueCosta, Daniel Dinis2008The present study aims to explore the factors underlying student-teachers' perceptions concerning 3D-descriptive geometry education in Mozambique. Elements of a grounded theory mixed methods approach were employed to gather data from a series of six focus groups' discussions, ten interviews and a questionnaire with 120 participants. The initial findings of the study show six emergent categories, comprising the Practical 3D-descriptive geometry programme, Spatial learning process, Learning descriptive geometry through 3D-based tasks, Applied 3D-descriptive geometry teaching methods, Spatial geometry teacher educators' role, and Spatial geometry-related sional studies.510.71University of Newcastle Upon Tynehttp://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491826Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 510.71
spellingShingle 510.71
Costa, Daniel Dinis
An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
description The present study aims to explore the factors underlying student-teachers' perceptions concerning 3D-descriptive geometry education in Mozambique. Elements of a grounded theory mixed methods approach were employed to gather data from a series of six focus groups' discussions, ten interviews and a questionnaire with 120 participants. The initial findings of the study show six emergent categories, comprising the Practical 3D-descriptive geometry programme, Spatial learning process, Learning descriptive geometry through 3D-based tasks, Applied 3D-descriptive geometry teaching methods, Spatial geometry teacher educators' role, and Spatial geometry-related sional studies.
author Costa, Daniel Dinis
author_facet Costa, Daniel Dinis
author_sort Costa, Daniel Dinis
title An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
title_short An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
title_full An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
title_fullStr An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
title_full_unstemmed An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
title_sort analysis of student teachers' perceptions of 3d-descriptive geometry education in mozambique
publisher University of Newcastle Upon Tyne
publishDate 2008
url http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491826
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