The attributes of mathematics learning which Ghanaian senior high school students value

dc.contributor.author	Davis, Ernest Kofi
dc.contributor.author	Seah, Wee Tiong
dc.contributor.author	Tiong, Wee
dc.contributor.author	Howard, Nathaniel
dc.contributor.author	Wilmot, Eric Magnus
dc.date.accessioned	2021-09-08T12:29:01Z
dc.date.available	2021-09-08T12:29:01Z
dc.date.issued	2019
dc.identifier.issn	23105496
dc.identifier.uri	http://hdl.handle.net/123456789/6072
dc.description	15p:, ill.	en_US
dc.description.abstract	Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The results suggest that Ghanaian senior high school students found connections, understanding, fluency, learning technologies, feedback, instructional materials, open-endedness and problem-solving important in their mathematics learning. Implications of the findings for curriculum delivery in mathematics and future research opportunities are also discussed	en_US
dc.language.iso	en	en_US
dc.publisher	University of Cape Coast	en_US
dc.subject	Connections	en_US
dc.subject	Explicit values	en_US
dc.subject	Implicit values	en_US
dc.subject	Pedagogical values	en_US
dc.subject	Understanding	en_US
dc.title	The attributes of mathematics learning which Ghanaian senior high school students value	en_US
dc.type	Article	en_US