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Students' perceptions of teaching st...

Gentry, Angela R.

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Students' perceptions of teaching strategies in a mathematics classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' perceptions of teaching strategies in a mathematics classroom./
作者:	Gentry, Angela R.
面頁冊數:	96 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3668317
ISBN:	9781321433111

Students' perceptions of teaching strategies in a mathematics classroom.
Gentry, Angela R.

Students' perceptions of teaching strategies in a mathematics classroom. - 96 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2014.

This dissertation was a qualitative case study with the objective to explore private high school seniors' perceptions of the strategies that assisted their learning in a mathematics classroom throughout their educational career. Population size included a sample of nine seniors from a rural, private high school in the Southern Appalachian region of the United States. The students drew from their past mathematics experiences during the interviews as well as their current dual-credit college classes. Editing coding took place during the data analysis. Findings revealed that students learned best from teacher modeling, feedback during practice, teacher-student tutoring, and reflection time. The researcher obtained these conclusions from the interviews, constructed a theory, and termed the results Students' Perceptions of Teaching Strategies in a Mathematics Classroom..

ISBN: 9781321433111Subjects--Topical Terms:

641129
Mathematics education.

Students' perceptions of teaching strategies in a mathematics classroom.
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500 $a Adviser: Steve A. Davidson.
502 $a Thesis (Ed.D.)--Lincoln Memorial University, 2014.
520 $a This dissertation was a qualitative case study with the objective to explore private high school seniors' perceptions of the strategies that assisted their learning in a mathematics classroom throughout their educational career. Population size included a sample of nine seniors from a rural, private high school in the Southern Appalachian region of the United States. The students drew from their past mathematics experiences during the interviews as well as their current dual-credit college classes. Editing coding took place during the data analysis. Findings revealed that students learned best from teacher modeling, feedback during practice, teacher-student tutoring, and reflection time. The researcher obtained these conclusions from the interviews, constructed a theory, and termed the results Students' Perceptions of Teaching Strategies in a Mathematics Classroom..
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