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Title: An analysis of student teachers' perceptions of 3D-descriptive geometry education in Mozambique
Author: Costa, Daniel Dinis
ISNI:       0000 0001 3401 3756
Awarding Body: University of Newcastle
Current Institution: University of Newcastle upon Tyne
Date of Award: 2008
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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:  DOI: Not available