Beliefs that students hold towards their intelligence have been shown to affect their orientation... more Beliefs that students hold towards their intelligence have been shown to affect their orientation towards learning. In situations considered challenging, those with incremental views have been shown to exhibit adaptive motivational patterns whereas those with entity views have been shown to exhibit maladaptive motivational patterns. This qualitative exploratory study focuses on the extent of incremental and entity beliefs amongst a group of 26 Kenya secondary school students. Analogical diagrams by students, written protocols and participant observations were used to provide a contextualized perspective on predominant intelligence beliefs amongst the students as postulated by Dweck’s theory of intelligence. This research suggests that most of the students held the theory that their intelligence for mathematics is innate and fixed.
Neoliberal policies dominate in many parts of the world, setting a frame within which education p... more Neoliberal policies dominate in many parts of the world, setting a frame within which education practices are frequently constrained. In mathematics, perhaps more than other subjects, these constraints seem to be more keenly felt, not least because of the economic value placed on mathematics expertise and the related effects of performativity and accountability. In this symposium we explore potential sources of support that may enable mathematics teachers to challenge orthodox practices, facilitate creative responses to and/or rejections of policy constraints as they negotiate agency over their practice and their learning.
Research design for a grounded theory study on Kenya University students' perception of terrorism... more Research design for a grounded theory study on Kenya University students' perception of terrorism and reactions to false terror attacks scares across three Kenya Universities.
Using Kenya Certificate of Primary Education (KCPE) 2010 data(for schools across all districts i... more Using Kenya Certificate of Primary Education (KCPE) 2010 data(for schools across all districts in Kenya) and district poverty rates generated through an integrated household budget survey (KIHBS) 2005/06 carried out by Kenya's Central Bureau of statistics, I sought to investigate the impact of school related factors(enrollment numbers) and home background factors( poverty rates) on pupils’ KCPE mathematics performance across all districts in Kenya.
In this paper, I discuss the 'expert' knowledge on my part that acted as valuable guide to my inq... more In this paper, I discuss the 'expert' knowledge on my part that acted as valuable guide to my inquiry into the uptake and implementation of student-centered teaching by Kenya secondary schools mathematics teachers.
Beliefs that students hold towards their intelligence have been shown to affect their orientation... more Beliefs that students hold towards their intelligence have been shown to affect their orientation towards learning. In situations considered challenging, those with incremental views have been shown to exhibit adaptive motivational patterns whereas those with entity views have been shown to exhibit maladaptive motivational patterns. This qualitative exploratory study focuses on the extent of incremental and entity beliefs amongst a group of 26 Kenya secondary school students. Analogical diagrams by students, written protocols and participant observations were used to provide a contextualized perspective on predominant intelligence beliefs amongst the students as postulated by Dweck's theory of intelligence. This research's findings suggest that most of the students hold the theory that their intelligence for mathematics is innate and fixed.
This paper is a reflection (based on an enactivist frame) of a mathematics education module-Under... more This paper is a reflection (based on an enactivist frame) of a mathematics education module-Understanding Mathematical Activity (UMA) which I was registered on in the first semester of a Masters in Arts-Mathematics Education training. Brown and Colfes(2012), posit that when one reflecting is done within an enactivist frame; the reflecting is for learning and also for expanding space of possible actions and therefore for future actions. Further, they argue, that the reflecting is also on actions with an aim of seeking the intelligent awareness that justifies those actions and that there is always a metacognitive dimension within the process since the key thrust of the reflection is to talk about learning. In line with the above definition, through this paper, I describe my emerging identity as a mathematics educator based on the world of mathematics education that I interacted with during this course. In it I also outline my emerging understanding of student and teacher dispositions that support mathematics learning.
An increasing number of mathematics education researchers of the affective domain of mathematics ... more An increasing number of mathematics education researchers of the affective domain of mathematics learning are abandoning the normative approach and embracing the interpretative approach, largely because of an increased appreciation of the fluid and 'elusive' nature of this domain. As such, there is greater openness amongst them in employing non-traditional methods of data collection in their research. In this study, I showcase one such non-traditional method for consideration by fellow mathematics education researchers in the field of affect. Using the findings of a study involving Kenya secondary school students, I discuss the potency in metaphoric drawings as a data collection method and their specific capacity to bring to the fore the multi-dimensional and relational nature of the individual components of affect and the nature of the interplay between emotion and cognition during mathematical activity.
Beliefs that students hold towards their intelligence have been shown to affect their orientation... more Beliefs that students hold towards their intelligence have been shown to affect their orientation towards learning. In situations considered challenging, those with incremental views have been shown to exhibit adaptive motivational patterns whereas those with entity views have been shown to exhibit maladaptive motivational patterns. This qualitative exploratory study focuses on the extent of incremental and entity beliefs amongst a group of 26 Kenya secondary school students. Analogical diagrams by students, written protocols and participant observations were used to provide a contextualized perspective on predominant intelligence beliefs amongst the students as postulated by Dweck’s theory of intelligence. This research suggests that most of the students held the theory that their intelligence for mathematics is innate and fixed.
Neoliberal policies dominate in many parts of the world, setting a frame within which education p... more Neoliberal policies dominate in many parts of the world, setting a frame within which education practices are frequently constrained. In mathematics, perhaps more than other subjects, these constraints seem to be more keenly felt, not least because of the economic value placed on mathematics expertise and the related effects of performativity and accountability. In this symposium we explore potential sources of support that may enable mathematics teachers to challenge orthodox practices, facilitate creative responses to and/or rejections of policy constraints as they negotiate agency over their practice and their learning.
Research design for a grounded theory study on Kenya University students' perception of terrorism... more Research design for a grounded theory study on Kenya University students' perception of terrorism and reactions to false terror attacks scares across three Kenya Universities.
Using Kenya Certificate of Primary Education (KCPE) 2010 data(for schools across all districts i... more Using Kenya Certificate of Primary Education (KCPE) 2010 data(for schools across all districts in Kenya) and district poverty rates generated through an integrated household budget survey (KIHBS) 2005/06 carried out by Kenya's Central Bureau of statistics, I sought to investigate the impact of school related factors(enrollment numbers) and home background factors( poverty rates) on pupils’ KCPE mathematics performance across all districts in Kenya.
In this paper, I discuss the 'expert' knowledge on my part that acted as valuable guide to my inq... more In this paper, I discuss the 'expert' knowledge on my part that acted as valuable guide to my inquiry into the uptake and implementation of student-centered teaching by Kenya secondary schools mathematics teachers.
Beliefs that students hold towards their intelligence have been shown to affect their orientation... more Beliefs that students hold towards their intelligence have been shown to affect their orientation towards learning. In situations considered challenging, those with incremental views have been shown to exhibit adaptive motivational patterns whereas those with entity views have been shown to exhibit maladaptive motivational patterns. This qualitative exploratory study focuses on the extent of incremental and entity beliefs amongst a group of 26 Kenya secondary school students. Analogical diagrams by students, written protocols and participant observations were used to provide a contextualized perspective on predominant intelligence beliefs amongst the students as postulated by Dweck's theory of intelligence. This research's findings suggest that most of the students hold the theory that their intelligence for mathematics is innate and fixed.
This paper is a reflection (based on an enactivist frame) of a mathematics education module-Under... more This paper is a reflection (based on an enactivist frame) of a mathematics education module-Understanding Mathematical Activity (UMA) which I was registered on in the first semester of a Masters in Arts-Mathematics Education training. Brown and Colfes(2012), posit that when one reflecting is done within an enactivist frame; the reflecting is for learning and also for expanding space of possible actions and therefore for future actions. Further, they argue, that the reflecting is also on actions with an aim of seeking the intelligent awareness that justifies those actions and that there is always a metacognitive dimension within the process since the key thrust of the reflection is to talk about learning. In line with the above definition, through this paper, I describe my emerging identity as a mathematics educator based on the world of mathematics education that I interacted with during this course. In it I also outline my emerging understanding of student and teacher dispositions that support mathematics learning.
An increasing number of mathematics education researchers of the affective domain of mathematics ... more An increasing number of mathematics education researchers of the affective domain of mathematics learning are abandoning the normative approach and embracing the interpretative approach, largely because of an increased appreciation of the fluid and 'elusive' nature of this domain. As such, there is greater openness amongst them in employing non-traditional methods of data collection in their research. In this study, I showcase one such non-traditional method for consideration by fellow mathematics education researchers in the field of affect. Using the findings of a study involving Kenya secondary school students, I discuss the potency in metaphoric drawings as a data collection method and their specific capacity to bring to the fore the multi-dimensional and relational nature of the individual components of affect and the nature of the interplay between emotion and cognition during mathematical activity.
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In line with the above definition, through this paper, I describe my emerging identity as a mathematics educator based on the world of mathematics education that I interacted with during this course. In it I also outline my emerging understanding of student and teacher dispositions that support mathematics learning.
In line with the above definition, through this paper, I describe my emerging identity as a mathematics educator based on the world of mathematics education that I interacted with during this course. In it I also outline my emerging understanding of student and teacher dispositions that support mathematics learning.