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A Study of Secondary Mathematics Teachers Beliefs About the Nature of Mathematics

Thesis Info

Author

Khan, Mohammad Ibrahim

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2004

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727876247

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Aim of this study was to investigate a secondary mathematics teacher's beliefs about the nature of mathematics and to see how these beliefs were manifested in his teaching practice. I conducted a life history research to explore the biographical learning processes of a male teacher, which occurred due to transition in his work situation. It highlighted the key stages in his academic and professional life, and illustrated the critical points, which reshaped his views about mathematics, and its teaching and learning. The data were collected through interviews, classroom observations, informal discussions and documentary evidences. In order to investigate the beliefs of a teacher about the nature of mathematics, the life history approach is an appropriate method, as Johnson and Golombek (2002) state that narrative inquiry enables teachers to organize and articulate, what they know, and believe about the subject, and its teaching and learning, and to communicate them to the researcher. They further argue that their stories reveal the knowledge, ideas, perspectives, understandings, and experiences that guide the researcher in understanding their beliefs. The findings of the study showed that the teacher considered mathematics as a subject, which was practical, a language of communication, a sequence of topics, a process of thinking, and problem solving. Findings also showed that beliefs are not static; rather, they change when new knowledge and desirable experiences are gained. Beliefs have a deep influence on practices, and practices form the beliefs, thus these two are interrelated phenomena. Findings suggest that it is necessary to study teachers' beliefs about the nature of the subject, in order to bring change in their practice, because, without knowing teachers' beliefs, their practices cannot be changed. Therefore, I conclude with the suggestion that in teacher professional development programs a study of the nature of mathematics teachers' beliefs may be included.
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بے ایمانی دی سزا

پرانے وقتاں دی گل اے کہ اک پہاڑ دے دامن وچ اک شخص رہندا سی۔ اوس کول بہت ساریاں مجھاں گاواں سن۔ مجھاں گاواں سارا دن ادھر اُدھر چر دیاں۔ شام نوں تھوڑی دیر پہلاں اوہ ددھ چوندا۔ اوس وچ بہت سارا پانی ملاندا تے کول دے شہر وچ جا کے ویچ آندا۔ اوہ ہر اک گاہک نوں آکھدا کہ ددھ خالص اے۔ ددھ ویچ کے ضروریاتِ زندگی دیاں چیزاں خرید دا تے گھر واپس آ جاندا۔

گاہک اوس نوں اکثر شکایت کردے کہ ددھ بہت پتلا اے۔ ایس وچ پانی نہ ملایا کر۔ کسے وی شکایت دا اوس اتے کوئی اثر نہ ہوندا۔ سگوں آکھدا کہ ددھ وچ پانی ہونا قدرتی امر اے۔ میں پانی نہیں ملاندا نالے ددھ کیہڑا سکا ہوندا اے۔ ایس طرح ددھ ویچدے اوس نوں بہت عرصہ گزر گیا۔ ہن اوہدے کول بہت زیادہ دولت وی آ گئی سی۔ اوہ کسے نوں کجھ وی نئیں سی سمجھدا۔ دن بدن لالچ ودھدا گیا تے اوہ ددھ وچ پانی دی مقدار وچ وادھا کرداگیا۔

اک دن اچانک اسمان اتے کالی بدلی اُٹھی تے اوس پورے اسمان نوں اپنے کلاوے وچ لے لیا۔ ہر طرف ہنیرا ای ہنیرا ہو گیا۔ اوہ بہت خوش ہویا کہ مینہ پوے گا۔ جس پاروں گھاہ زیادہ ہووے گا۔ گاواں مجھاں کھا کے زیادہ ددھ دیون گئیاں۔ بس فیر میرے وارے نیارے ہو جاون گے۔ اچانک بدل گرجیا۔ بجلی چمکی پہلاں ہولی تے فیر تیز بارش شروع ہو گئی۔ ایس دے نال اولے پین لگ پئے۔ ہر پاسے پانی ای پانی ہو گیا۔ پہاڑاں توں پانی سیلاب دی صورت وچ ایس شدت نال اوہدے پنڈ ول ودھیا کہ اوہدیاں گاواں مجھاں، گھر تے گھر دا سارا سامان اپنے نال بہہ کے لے گیا۔ ہن اوہدے کول نہ تے گاواں مجھاں سن تے نہ ای گھرتے نہ نقدی، اوہ...

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