Date of Award/Publication
MS in Mathematics, Science, and Technology Education
This research consists of details pertaining to the epistemological beliefs of both students and teachers in the domain of mathematics. The findings indicate that the knowledge beliefs of a student directly impact their motivation in the classroom. The research further says that the classroom environment and the teacher are the most influential factors in generating and changing a student's beliefs. High quality teaching will be outlined as defined by the literature. This will be looked at from the perspective of generating availing epistemological beliefs and generating motivation. Further, research will be reported that details the value of learning opportunities inside and outside of the classroom and their potential to increase motivation.
Tiffin, James Jr., "Increasing Motivation in the Mathematics Classroom: An Epistemological Approach Through High Qauality Learning Opportunities" (2007). Mathematical and Computing Sciences Masters. Paper 126.
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