Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491826
Title: An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
Author: Costa, Daniel Dinis
Awarding Body: University of Newcastle
Current Institution: University of Newcastle upon Tyne
Date of Award: 2008
Availability of Full Text:
Access from EThOS:
Abstract:
The present study aims to explore the factors underlying student-teachers' perceptions concerning 3D-descriptive geometry education in Mozambique. Elements of a grounded theory mixed methods approach were employed to gather data from a series of six focus groups' discussions, ten interviews and a questionnaire with 120 participants. The initial findings of the study show six emergent categories, comprising the Practical 3D-descriptive geometry programme, Spatial learning process, Learning descriptive geometry through 3D-based tasks, Applied 3D-descriptive geometry teaching methods, Spatial geometry teacher educators' role, and Spatial geometry-related sional studies.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.491826  DOI: Not available
Share: