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Relationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South Africa

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dc.contributor.advisor Mogari, L.D.
dc.contributor.author Chirove, Munyaradzi
dc.date.accessioned 2015-03-23T06:06:49Z
dc.date.available 2015-03-23T06:06:49Z
dc.date.issued 2014-06
dc.identifier.citation Chirove, Munyaradzi (2014) Relationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South Africa, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18413> en
dc.identifier.uri http://hdl.handle.net/10500/18413
dc.description.abstract The purpose of this study was to determine the relationship between High School learners‟ mathematics-related belief systems and their approaches to mathematics non-routine problem-solving. A mixed methods approach was employed in the study. Survey questionnaires, mathematics problem solving test and interview schedules were the basic instruments used for data collection. The data was presented in form of tables, diagrams, figures, direct and indirect quotes of participants‟ responses and descriptions of learners‟ mathematics related belief systems and their approaches to mathematics problem solving. The basic methods used to analyze the data were thematic analysis (coding, organizing data into descriptive themes, and noting relations between variables), cluster analysis, factor analysis, regression analysis and methodological triangulation. Learners‟ mathematics-related beliefs were grouped into three Learners‟ mathematics-related beliefs were grouped into three categories, according to Daskalogianni and Simpson (2001a)‟s macro-belief systems: utilitarian, systematic and exploratory. A number of learners‟ problem solving strategies were identified, that include unsystematic guess, check and revise; systematic guess, check and revise; trial-and-error; logical reasoning; non-logical reasoning; systematic listing; looking for a pattern; making a model; considering a simple case; using a formula; numeric approach; piece-wise and holistic approaches. A weak positive linear relationship between learners‟ mathematics-related belief systems and their approaches to non-routine problem solving was discovered. It was, also, discovered that learners‟ mathematics-related belief systems could explain their approach to non-routine mathematics problem solving (and vice versa). en
dc.format.extent 1 online resource (268 leaves) : illustrations
dc.language.iso en en
dc.subject Non-routine mathematical problem en
dc.subject Mathematical problem solving en
dc.subject Non-routine problem solving en
dc.subject Approach to non-routine mathematical problem solving en
dc.subject Mathematical problem solving strategies en
dc.subject Mathematics problem solving theories en
dc.subject Mathematics-related beliefs en
dc.subject Mathematics-related belief systems en
dc.subject Mathematics-related belief theories en
dc.subject High school learner en
dc.subject.ddc 510.712
dc.subject.lcsh Problem solving -- Mathematics
dc.subject.lcsh Mathematics -- Study and teaching (Secondary)
dc.title Relationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South Africa en
dc.type Thesis en
dc.description.department Mathematics Education
dc.description.degree D.Phil. (Mathematics Education)


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