161
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Students’ Preferences for Contexts and their Relevance to School Mathematics in Malawi

Pages 244-254 | Published online: 17 Oct 2013

References

  • Biehler, R., & Snowman, J. (1997). Psychology applied to teaching (8th ed.). Boston: Houghton Mifflin Company.
  • Blum, W. (2012). Quality teaching of mathematical modeling: What do we know, What can we do? Plenary paper presented at the 12th International Congress of Mathematics Education (ICME-12). Seoul, South Korea, 8–15 July 2012.
  • Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more real? For the learning of mathematics, 13(2), 12–17.
  • Dewey, J. (1913). Interest and effort in education. Boston: Riverside Press.
  • Cherinda, M. (2012). Weaving exploration in the process of acquisition and development of mathematical knowledge. Paper presented at the 12th International Congress of Mathematics Education (ICME-12). Seoul, South Korea, 8–15 July 2012.
  • Gerdes, P. (1998). On culture, geometrical thinking and mathematics education. In A. Bishop (Ed.), Mathematics education and culture (pp. 137–162). Dordrecht: Kluwer.
  • Government of Malawi. (2008a). National Education Sector Policy and Plan (NESP). Lilongwe: Ministry of Education.
  • Government of Malawi. (2008b). Education Management Information Systems (EMIS). Lilongwe: Ministry of Education.
  • Government of Malawi. (2012). The growth and development strategy. Lilongwe: Malawi Government.
  • Greer, G., & Skovsmose, O. (2012). Seeing the cage? The emergence of critical mathematics education. In O. Skovsmose & B. Greer (Eds.), Opening the cage: Critique and politics of mathematics education (pp. 1–19). Rotterdam: Sense.
  • FAWEMA. (2011). Forum for African Women Educationatists, Malawi Chapter Annual report. Retrieved August 27, 2013, from http://fawemalawi.files.wordpress.com/.
  • Julie, C. (2012). The stability of learners’ choices for real-life situations to be used in mathematics. International Journal of Mathematical Education in Science and Technology, 44(20), 196–203.
  • Julie, C., & Holtman, L. (2008). The relevance of school mathematics education (ROSME). In L. Holtman, C. Julie, Ø. Mikalsen, D. Mtetwa, & M. Ogunniyi (Eds.), Some developments in research in science and mathematics in Sub-Saharan Africa: Access, relevance, learning, curriculum research (pp. 379–405). Somerset West, South Africa: African Minds.
  • Kacerja, S. (2011). Albanian students’ motives for preferring certain real-life situations for learning mathematics. Pythagoras, 32(2), available at http://dx.doi.org/10.4102/pythagoras.v32i2. doi: 10.4102/pythagoras.v32i2.50
  • Kacerja, S., Julie, C., & Hadjerrouit, S. (2010). The contexts Albanian students prefer to use in Mathematics and relationship to contemporary matters in Albania. In V. Mudaly (Ed.), Proceedings of the 18th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, 22–26 January 2010, Vol. 1 (pp. 319–328). Durban: SAARMSTE.
  • Kaiser-Messmer, G. (1993). Results of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics, 25, 209–233. doi: 10.1007/BF01273862
  • Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: Lawrence Erlbaum.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers for African-American children. San Francisco, CA: Jossey-Bass.
  • Ministry of Education. (2001). Malawi senior secondary teaching syllabus: Mathematics. Domasi: Malawi Institute of Education.
  • Ndemo, Z., & Mtetwa, D. (2010). Preferences of contexts for learning mathematics expressed by students in rural secondary school environments of Zimbabwe. Zimbabwe Journal of Educational Research, 22(1), 1–15.
  • Ngcobo, M., & Julie, C. (2012). Contexts preferred for use in mathematics by Swaziland high performing public schools’ junior secondary learners. African Journal of Research in Mathematics, Science and Technology Education, 16(3), 289–301.
  • Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, P. Galbraith, H. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: The 14th ICMI Study (pp. 3–32). New York, NY: Springer.
  • Silvia, P. J. (2001). Interest and interests: The psychology of constructive capriciousness. Review of General Psychology, 5, 270–290. doi: 10.1037/1089-2680.5.3.270

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.