Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Eric Magnus Wilmot"'
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
AbstractThe study examines pre-service mathematics teachers’ perceptions of the integration of technology into algebra education. With the growing emphasis on technology in education, it is crucial to understand how pre-education teachers see techn
Externí odkaz:
https://doaj.org/article/2c29a2f0a052470eb0869ec6f15eebdd
Publikováno v:
Journal of Global Education and Research, Vol 5, Iss 1 (2021)
Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their st
Externí odkaz:
https://doaj.org/article/8c0ce93304a14a2a9c46de3323e641e6
Publikováno v:
American Journal of Education and Learning. 5:87-95
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::04dc5eb5182305bfc05bb83f136a8144
https://doi.org/10.20448/804.5.1.87.95
https://doi.org/10.20448/804.5.1.87.95
Autor:
Eric Magnus Wilmot
Publikováno v:
Ghana Journal of Education: Issues and Practice (GJE). 2:1-27
Literature is replete with different conceptualizations of teacher knowledge, each with their implications on teaching practices. Pivotal among these are conceptualizations of content knowledge, curriculum knowledge, pedagogical knowledge and pedagog
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c50be1684e9c98f5a49d1784ba7606cd
https://doi.org/10.47963/gje.v2i.475
https://doi.org/10.47963/gje.v2i.475
Publikováno v:
IOSR Journal of Mathematics. 12:62-69
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a88edd97ed0c632cca6d08e2b356468c
https://doi.org/10.9790/5728-1204026269
https://doi.org/10.9790/5728-1204026269
Publikováno v:
Ghana Journal of Education: Issues and Practice (GJE). 1:1-28
This study sought to contribute to the literature on why non-routine word problems in Mathematics often seem difficult for learners. Three hundred and sixty-nine Primary and Junior High School teacher trainees from three Colleges of Education in Sout
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::402e404abe74d968668648770a142d7e
https://doi.org/10.47963/gje.v1i.472
https://doi.org/10.47963/gje.v1i.472
Publikováno v:
Computers & Education. 55:904-910
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e776ef397da53bb6329009c53850a039
https://doi.org/10.1016/j.compedu.2010.04.001
https://doi.org/10.1016/j.compedu.2010.04.001
Autor:
Eric Magnus Wilmot
Publikováno v:
African Journal of Educational Studies in Mathematics and Sciences; Vol 7 (2009); 17-34
As a result of barriers erected by language, especially in situations where 'school language' is different from children‘s mother tongue, there could often be incongruity between children‘s knowledge of mathematics and teachers‘ assessment of i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0837bc3df29f47335c13768a8e3a1483
https://www.ajol.info/index.php/ajesms/article/view/61570
https://www.ajol.info/index.php/ajesms/article/view/61570
Autor:
Eric Magnus Wilmot
Publikováno v:
African Journal of Educational Studies in Mathematics and Sciences; Vol 6 (2008); 1-14
This is an empirical study designed to investigate the ideas pre-service elementary teachers bring into a mathematics pedagogy course, how these ideas change over the course of the semester and find out what the sources of the changes are. The study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4349c6712b362458a251d2cfc2575470
https://www.ajol.info/index.php/ajesms/article/view/61561
https://www.ajol.info/index.php/ajesms/article/view/61561
Autor:
Eric Magnus Wilmot
Publikováno v:
Mathematics Connection; Vol 7 (2008); 63-76
The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand. Unfortunately, it i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8614b160a8234684645cb9ef0f78c03c
https://doi.org/10.4314/mc.v7i1.61537
https://doi.org/10.4314/mc.v7i1.61537