{"title":"小学数学教学内容覆盖的影响因素调查","authors":"Kd Mereku","doi":"10.4314/AJESMS.V1I1.38577","DOIUrl":null,"url":null,"abstract":"This paper reports a survey that investigated the influence of teacher characteristics and organisational factors on teachers' coverage of the content of primary school mathematics. A questionnaire was administered to measure teachers' knowledge of mathematics and other characteristics. The chi-square (x 2 ) test conducted on the data obtained from 137 primary school teachers in the Winneba district who participated in the survey, showed a significant difference (with x 2 = 4.238, p African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 53-72","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"An investigation into factors that influence teachers' content coverage in primary mathematics\",\"authors\":\"Kd Mereku\",\"doi\":\"10.4314/AJESMS.V1I1.38577\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper reports a survey that investigated the influence of teacher characteristics and organisational factors on teachers' coverage of the content of primary school mathematics. A questionnaire was administered to measure teachers' knowledge of mathematics and other characteristics. The chi-square (x 2 ) test conducted on the data obtained from 137 primary school teachers in the Winneba district who participated in the survey, showed a significant difference (with x 2 = 4.238, p African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 53-72\",\"PeriodicalId\":210929,\"journal\":{\"name\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-11-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/AJESMS.V1I1.38577\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Educational Studies in Mathematics and Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/AJESMS.V1I1.38577","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
An investigation into factors that influence teachers' content coverage in primary mathematics
This paper reports a survey that investigated the influence of teacher characteristics and organisational factors on teachers' coverage of the content of primary school mathematics. A questionnaire was administered to measure teachers' knowledge of mathematics and other characteristics. The chi-square (x 2 ) test conducted on the data obtained from 137 primary school teachers in the Winneba district who participated in the survey, showed a significant difference (with x 2 = 4.238, p African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 53-72
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