Namibian Secondary School Students' Perceptions of Mathematics, Mathematics Classrooms and Lessons

Y.A. Alausa
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引用次数: 1

Abstract

ABSTRACT The pre-independence education system in Namibia did not encourage the teaching of mathematics and science in predominantly black schools. However, since independence in 1990, efforts have been geared by both government and non-governmental oganisations to redress the situation. This study was therefore aimed at investigating the secondary school students' perception of mathematics and their mathematics and their mathematics classes and lessons under the new dispensation. It is a descriptive research and took the form of a survey. Four hundred and fifty eight students randomly selected from mainly the previously disadvantaged schools completed the questionnaire designed for the study. Data analysis involved frequencies, percentages and rankings. It was found that many of these students have favourable perceptions of mathematics and their mathematics classes and lessons. This offers some hope for the future of the subjects in the country. However, the differences in these perceptions across the educational regions and the way mathematics is being taught in the classrooms could be investigated further.
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纳米比亚中学生对数学的认知、数学课堂与课程
纳米比亚独立前的教育体系不鼓励在以黑人为主的学校教授数学和科学。然而,自1990年独立以来,政府和非政府组织一直在努力纠正这种情况。因此,本研究旨在探讨新制度下中学生对数学的认知、对数学的认知、对数学课堂的认知。这是一项描述性研究,采取了调查的形式。从以前主要处于劣势的学校中随机挑选的458名学生完成了为研究设计的问卷。数据分析包括频率、百分比和排名。研究发现,这些学生中的许多人对数学和他们的数学课程有良好的看法。这为这个国家的学科的未来提供了一些希望。然而,这些观念在不同教育区域之间的差异,以及课堂上数学教学的方式,还有待进一步研究。
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