Students’ conceptions of mathematical induction in a standard teaching approach were found to be largely manifestations of deficient proof schemes, such as the authoritative and the symbolic non-quantitative proof schemes. On the other hand, when a fundamentally different instructional treatment of mathematical induction was implemented in an elementary number theory course taught to prospectiv...

Some modern writers on mental deficiency regard the feeble-minded as a class that has some one mental defect in common, varying in degree only. This simple conception is perhaps due to the tendency of late years to emphasise the quantitative aspect of mental deficiency and to neglect qualitative distinctions. But teachers, psychologists, and medical officers, who deal with the practical problem...

Introduction. Modern processes of digitalization education put forward new requirements for the procedures evaluating results research teachers. Of particular relevance are approaches to design digital tools, including electronic resources that allow consolidating consumption and evaluation educational result by experts with possibility implementing an integrative differentiated procedure. Mate...

The present study investigated the in-service mathematics teachers’ conception and perceptions of metacognitive awareness in their teaching experience. sample consisted 213 Kenyan secondary school teachers. adopted a descriptive cross-sectional survey design that utilized both questionnaires personal interviews. Thematic content analysis was used to analyze interview data, whereas inferential s...