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dc.contributor.authorRobson, Dean
dc.contributor.authorArmah, Prince Hamidu
dc.date.accessioned2021-12-10T15:28:00Z
dc.date.available2021-12-10T15:28:00Z
dc.date.issued2018-01-01
dc.identifier.citationRobson , D & Armah , P H 2018 , ' Identifying beliefs underlying the teacher's decision to teach mathematical problem solving : An elicitation study using the Theory of Planned Behaviour ' , African Journal of Educational Studies in Mathematics and Sciences , vol. 14 , pp. 167-183 . https://doi.org/10.4314/AJESMS.V14I0en
dc.identifier.otherPURE: 197681338
dc.identifier.otherPURE UUID: 14563b0e-0047-4f0f-80d3-267bed7b67f2
dc.identifier.urihttps://hdl.handle.net/2164/17661
dc.descriptionFinancial support was gratefully received from the Ghana Education Trust Fund (GETFund), a public sector educational financing agency for the promotion of tertiary level research.en
dc.format.extent17
dc.language.isoeng
dc.relation.ispartofAfrican Journal of Educational Studies in Mathematics and Sciencesen
dc.rightsOpen Access article distributed under the terms of the Creative Commons Attributions License [CC BY-NC-ND 4.0] http://creativecommons.org/licenses/by-nc-nd/4.0.en
dc.subjectteacher beliefsen
dc.subjectteaching intentionsen
dc.subjectmathematical problem solvingen
dc.subjectL Educationen
dc.subject.lccLen
dc.titleIdentifying beliefs underlying the teacher's decision to teach mathematical problem solving : An elicitation study using the Theory of Planned Behaviouren
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen.Initial Teacher Education (ITE)en
dc.description.statusPeer revieweden
dc.description.versionPublisher PDFen
dc.identifier.doihttps://doi.org/10.4314/AJESMS.V14I0
dc.identifier.urlhttps://www.ajol.info/index.php/ajesms/article/view/182267en
dc.identifier.vol14en


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