Show simple item record

dc.contributor.authorToor, Amanjot
dc.date.accessioned2013-04-15T19:39:08Z
dc.date.available2013-04-15T19:39:08Z
dc.date.issued2013-04-15
dc.identifier.urihttp://hdl.handle.net/10464/4296
dc.description.abstractThis research study explored how undergraduate mathematics students perceive themselves as capable mathematics learners and whether gender differences exist in the undergraduates students' perceptions. The research was framed by three approaches of understanding identity: self-efficacy, environment, and four faces of learner's identity. A mixed methods approach to the study was used where data were collected from interviews and an online questionnaire. Data analysis revealed that undergraduate mathematics students' perceptions of their mathematical identity as capable mathematics learners are influenced by their perceptions of their experiences such as: (a) perceptions of having previous knowledge of the course, (b) being able teach others and others understand it, (c) being recognized by their professors, (d) contributing and fitting in, (e) having opportunities to interact with their peers, and (f) being able to fit in with their image of a capable mathematics learner.en_US
dc.subjectMathematics learnersen_US
dc.subjectIdentityen_US
dc.subjectCompetanceen_US
dc.titleUndergraduate Students' Experiences of Their Mathematical Identityen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record