The goal of this study was to investigate the relationships between students' motivational beliefs: self-efficacy, task value and goal orientation, metacognitive strategies use and the volume measurement performance.
#The new nine note recorder method mary had a little lamb professional
The results can inform more differentiated approaches to teacher professional development related to teaching mathematics with technology. This cluster in particular contains teachers’ beliefs about the detrimental effects of teaching with technology, which points out that beliefs about the risks of technology use are less central than beliefs about the potential benefits of technology. Finally, the third cluster comprises sub-dimension that can be interpreted as less central.
A further cluster is related to using technology to support multiple representations which turned out to be independent of many other sub-dimensions. In this cluster, self-efficacy can be identified as a central construct. One cluster reflects a broader set of sub-dimensions and is related to a more integrated and constructivist implementation of technology.
In particular, three clusters of sub-dimensions can be reconstructed. The results uncover differential associations among the constructs and identify sub-dimensions that are especially central. Furthermore, teachers were asked to self-report on their iv) implementation of technology with respect to different modes of technology use. In this cross-sectional study with n = 198 upper secondary in-service teachers in Germany, we used multidimensional scales to measure teachers’ i) beliefs about teaching with technology, ii) self-efficacy beliefs, and iii) epistemological beliefs. However, there is a lack of research that investigates these beliefs while taking into account the multidimensionality of the constructs. Teacher self-efficacy beliefs, epistemological beliefs, and beliefs about teaching with technology are regarded as crucial factors for teaching mathematics with technology. It has been made some suggestions for authors and researchers, which may contribute to the teaching practice for further studies. Besides epistemological belief, the components of the teaching environment and the type of used sources have a significant role affecting the choices of the lecturers. The results of the study indicate that the structural features of examples which were choosed by lecturers and which were located in textbook are similar. It is also found that lecturers, unlike the content of textbooks, use more algebric representations than graphical ones. The findings show that the examples of both textbooks and lecture notes have a formal language and procedural knowledge.
Semi-structured interviews are conducted to detect any possible components affecting lecturers' exemplification behavior, and the records are interpreted by using the inferential content analysis. Besides, data are presented with descriptive statistics method. Examples in the textbooks and the lecture notes are analyzed with document analysis method based on their structural features of representation, language and knowledge. The course content of calculus, which are lectured by different instructors in engineering departments, are followed during a semester within the context of the study. The study had interpretivist paradigm in qualitative research approach and the data collection process was conducted through content analysis method. The aim of this study is to analyse the structural features of examples which textbook located and lecturers' choosed in teaching of engineering calculus.
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