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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:491826 |
| Date | January 2008 |
| Creators | Costa, Daniel Dinis |
| Publisher | University of Newcastle Upon Tyne |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
Page generated in 0.0022 seconds